Grad Catalog 09-11.indd - Aurora University

Graduate Catalog 

2009–2011 

A university dedicated to the 

transformative power of learning

A Welcome to Aurora University 

A college or university catalog serves many purposes. Most 

begin with a brief history of the institution and conclude with 

rosters of the faculty, administration and governing board. The 

sections in between provide information about curricular and 

student life options and current information regarding graduation 

requirements, tuition and fees, and the academic calendar. 

Keep your copy of the Aurora University catalog within easy 

reach, for the answers to many of your questions will be found 

within its pages. 

The catalog is an important resource, but you ultimately will 

come to know AU through your interactions with members of the 

faculty, staff and student body. The University’s mission statement 

describes the institution as “an inclusive community dedicated 

to the transformative power of learning.” In these few words, we 

make a bold promise: for we believe that your education literally 

will change your life. 

And, as a member of this learning community, you will have 

an opportunity to affect the lives of others. We adhere to the core 

values of integrity, citizenship, continuous learning and excellence 

and invite you to do the same. So, welcome to Aurora University. 

As an AU graduate student, you stand in a distinguished 

line of men and women who found in learning an invaluable tool 

for transformation. 

Rebecca L. Sherrick, Ph.D. 

President

2009–2011 

Graduate Catalog of 

Academic Programs, 

Course Descriptions 

and Academic Policies 

An independent university founded in 1893 

Accredited by the Higher Learning Commission; 

Member — North Central Association 

www.ncahigherlearningcommission.org 

312-263-0456 

Mailing Address: 

Telephone: 

Fax: 

Web site: 

Aurora University 

347 S. Gladstone Avenue 

Aurora, Illinois 60506-4892 

630-892-6431 (All Locations) 

630-844-5294 (Center for Adult and Graduate Studies) 

800-742-5281 (Admission) 

630-844-6854 (Admission) 

www.aurora.edu 

Admissions E-mail Inquiries: 

AUadmission@aurora.edu

2 Aurora University 

TABLE OF CONTENTS 

President’s Welcome ..............................................................Inside front cover 

General Information About Aurora University: 

History ...........................................................................................................5 

Academic Structure ......................................................................................6 

Mission Statement.........................................................................................6 

Statement of Core Values ............................................................................7 

Vision Statement ...........................................................................................7 

Governance ...................................................................................................8 

Accreditation .................................................................................................8 

Approved Certification Programs ................................................................9 

Nondiscrimination Policy.............................................................................9 

Affirmative Action.........................................................................................9 

Campus Facilities and Sites ........................................................................10 

Catalog Statements and Terms of Issue .....................................................10 

Waivers and Exceptions to Academic Regulations ...................................11 

Graduate Degree Programs .......................................................................11 

Center for Adult and Graduate Studies.....................................................12 

Academic Regulations and Procedures ...............................................................14 

Graduate Admission ...................................................................................14 

General Graduate Admission Procedures ................................................14 

Admission to Graduate Programs ..............................................................15 

Term of Entry ..............................................................................................15 

International Students................................................................................15 

Special Admission Status ............................................................................16 

Earning Multiple Degrees ..........................................................................17 

Transfer of Credit........................................................................................17 

Veterans .......................................................................................................17 

Registration .................................................................................................18 

Late Registration.........................................................................................18 

Billing/Registration Policy .........................................................................18 

Adding and Dropping Courses ..................................................................19 

Full- and Part-Time Enrollment.................................................................20 

Attendance Policy .......................................................................................20 

Application of Academic Regulations .......................................................22 

Leave of Absence Regulations....................................................................22 

Financial Aid ...............................................................................................23 

Tuition, Fees and Other Expenses.............................................................24 

Academic Standards....................................................................................25 

Graduate Grading System...........................................................................25 

Grade Point Calculation .............................................................................26 

Change of Permanent Grades....................................................................26 

Code of Academic Integrity........................................................................28 

Classroom Conduct Policy..........................................................................31 

Time Limit for Completion of Master’s Degrees ......................................31

2009-2011 Graduate Catalog 3 

Requirements for Graduation....................................................................32 

Graduation Policies and Procedures .........................................................32 

Transcript Regulations................................................................................34 

Course Code System ...................................................................................35 

Special Educational Experiences and Credit ............................................36 

Student Life ...........................................................................................................39 

Student Life Services...................................................................................39 

Policy for Students with Learning Disabilities...........................................40 

Financial Aid Rights and Responsibilities .................................................43 

Family Educational Rights and Privacy Act ...............................................46 

Graduate Academic Programs..............................................................................49 

College of Arts and Sciences.................................................................................49 

Master of Science in Mathematics .............................................................50 

Master of Arts in Teacher Leadership in Mathematics.............................54 

Master of Arts in Teacher Leadership in Life Science..............................59 

Master of Arts in Teacher Leadership in Mathematics and Science........64 

College of Education.............................................................................................69 

Master of Arts in Teaching with Certification ...........................................70 

Master of Arts in Curriculum and Instruction ..........................................80 

Post-Baccalaureate Teaching Certification................................................83 

Master of Arts in Educational Leadership.................................................84 

Master of Arts in Reading Instruction .......................................................87 

Master of Arts in Special Education...........................................................91 

Bilingual/ESL Endorsement Programs...................................................100 

Off-Campus Graduate Courses and Programs ........................................105 

Doctor of Education .................................................................................108 

College of Education Master’s and Doctoral Faculty..............................117 

College of Professional Studies ..........................................................................119 

Dunham School of Business.....................................................................120 

Master of Business Administration .....................................................120 

Master of Business Administration – Accounting..............................122 

Master of Business Administration – Human Resources 

Management ....................................................................................122 

Master of Business Administration – Leadership ..............................123 

Master of Business Administration – Technology and 

Operations Management.................................................................123 

Certificate Programs .................................................................................128 

Graduate Certification in Accounting................................................129 

Graduate Certificate in Human Resources Management .................129 

Graduate Certificate in Leadership ....................................................129 

Graduate Certificate in Technology and 

Operations Management.................................................................130 

M.B.A. Faculty ...........................................................................................130 

School of Social Work .........................................................................................131 

Master of Social Work ...............................................................................133 

Post-Master Type 73 Program...................................................................137 

M.S.W. Faculty ...........................................................................................147


George Williams College of Aurora University .................................................149 

Master of Arts in Teacher Leadership in Earth and Space Science.......151 

Master of Arts in Teaching with Certification .........................................156 

Master of Arts in Curriculum and Instruction ........................................158 

Post-Baccalaureate Teaching Certification..............................................159 

Master of Arts in Educational Leadership...............................................159 

Master of Arts in Reading Instruction .....................................................160 

Master of Arts in Special Education.........................................................161 

Doctor of Education .................................................................................164 

Master of Business Administration ..........................................................164 

Master of Science in Recreation Administration ....................................166 

Master of Social Work ...............................................................................173 

George Williams College Faculty .............................................................174 

Directories ...........................................................................................................175 

Board of Trustees, Administration, Faculty.............................................176 

Index ....................................................................................................................203 

Academic Calendars 2009–2010 and 2010–2011..............................................205 

Directions to Campuses ......................................................................................207


AURORA UNIVERSITY 

A Brief History of Aurora University 

Aurora University is a private, independent, comprehensive institution with 

an enrollment of approximately 4,300 students. Approximately 600 students 

reside on campus, 1,700 are undergraduate commuters, 2,000 are graduate students, 

and more than 1,600 students attend at off-campus sites. The majority of 

AU students come from the upper-Midwest region. Twenty states and more than 

a dozen foreign countries are represented as well. Besides the main campus in 

Aurora, classes are offered at our campus in Williams Bay, Wisconsin, and in various 

locations in northern Illinois. 

Aurora University traces its origins to the 1893 founding of a seminary in the 

small town of Mendota, Illinois. Though established initially to prepare graduates 

for ministry, the institution soon adopted a broader mission and moved to a 

new campus on the western edge of the nearby community of Aurora. With this 

change came a different name and a growing enrollment. When World War II 

ended, the campus population swelled again as veterans enrolled in the college’s 

innovative evening degree program. The 1970s and 1980s saw an expansion of 

curricular offerings in a number of professional fields and the awarding of 

advanced degrees in selected disciplines. These changes culminated in the 1985 

decision to rechristen the institution Aurora University. 

A Brief History of George Williams College 

George Williams College of Aurora University is located on the shores of 

Geneva Lake in Williams Bay, Wisconsin. This beautiful campus was founded in 

1884 as a summer training program for YMCA leaders. Since that time, the campus 

has been a source of inspiration, education and renewal for thousands of visitors 

and students. In 1992, Aurora University and George Williams College 

traditions blended when the two institutions entered into an affiliation agreement 

that paved the way for a merger eight years later. 

Aurora University and George Williams College: A New Era 

Today, Aurora University is comprised of two campuses: a campus of 30 acres 

in Aurora, Illinois; and the more than 200-acre George Williams College on Geneva 

Lake in Williams Bay, Wisconsin. Aurora University is accredited by the Higher 

Learning Commission of the North Central Association to award degrees at the 

baccalaureate, master’s and doctoral levels. The institution enrolls approximately 

4,300 degree-seeking students a year on its Illinois and Wisconsin campuses. 

On the Aurora campus, AU offers academic programs through the College of 

Arts and Sciences, the College of Education and the College of Professional Studies. 

Undergraduate and graduate students participate in a wide range of on- and 

off-campus learning experiences. Students participate in more than 60 musical, 

literary, religious, social and service organizations and play active roles in campus 

governance. The University also fields 18 NCAA Division III intercollegiate 

athletic teams. The Spartans boast a winning tradition with 48 conference titles 

and 28 national tournaments in recent years.


At AU, we believe that the educational needs of our students are served best 

through the formation of strategic partnerships with institutions of like vision, 

mission and values. Such collaborations also enhance the well being of our communities 

around our campuses. 

For example, our innovative partnership with West Aurora School District 129 

is recognized nationally as a model for educational reform. In January 2006, we 

opened the $14 million Institute for Collaboration facility that houses this growing 

collaboration, and the students and faculty it nurtures. 

George Williams College offers undergraduate, graduate and doctoral academic 

programs in the fields of business, education, nursing, recreation administration 

and social work. The campus also boasts unique learning environment 

and is home to the University’s popular Music by the Lake summer festival. 

Important collaborative efforts are also evident on the George Williams College 

campus. In the summer of 2004, the One Step Lodge and the Winston Paul 

Educational Center, a residential, conference and academic facility developed in 

partnership with Children’s Oncology Services, Inc., opened. The new building 

serves as home to the One Step At A Time Camp program for children with cancer 

and the University’s rapidly growing academic programs. 

Aurora University draws upon the rich legacies and distinctive traditions of 

Aurora College and George Williams College. This history has helped shape 

Aurora University, which will continue to build upon its important past to help 

shape the future. 

Academic Structure 

The University is currently comprised of four colleges: 

COLLEGE OF ARTS AND SCIENCES (Bachelor’s and Master’s Degrees) 

• Division of Fine Arts 

• Division of Humanities 

• Division of Natural Sciences and Mathematics 

• Division of Social and Behavioral Sciences 

COLLEGE OF EDUCATION (Bachelor’s, Master’s and Doctoral Degrees) 

School of Health and Physical Education 

COLLEGE OF PROFESSIONAL STUDIES (Bachelor’s and Master’s Degrees) 

• Dunham School of Business 

• School of Nursing 

• School of Social Work 

GEORGE WILLIAMS COLLEGE OF AURORA UNVERSITY (Bachelor’s, 

Master’s and Doctoral Degrees) 

Mission Statement 

Aurora University — an inclusive community dedicated to the transformative 

power of learning.


Statement of Core Values 

Aurora University draws upon the rich legacies of Aurora College and George 

Williams College to welcome learners to our campuses in Illinois and Wisconsin. 

Here all become members of an inclusive educational community dedicated to 

the development of mind, body and spirit. Today, as in the past, we prize the twin 

virtues of character and scholarship and affirm our commitment to the values of 

integrity, citizenship, continuous learning and excellence. 

We will adhere to the highest standards of integrity in every aspect of 

institutional practice and operation. Through this proven dedication 

to honesty, fairness, and ethical conduct, we will lead by example and 

inspire our students to do the same. 

We will exercise the rights and responsibilities of citizenship in an 

educational community, founded upon the principles of mutual 

respect and open discourse. We will live within our means and manage 

our resources wisely, while creating an environment that fosters 

teamwork and promotes service to others. 

We will work and live as an organization dedicated to continuous 

learning. We recognize that the University exists in a rapidly changing 

world and know that we will succeed in helping students achieve 

their full potential only if we realize our own. 

We will pursue excellence by embracing quality as a way of community 

life. Accordingly, we will set high expectations for ourselves, our 

students and our University and will work together to attain them. 

The University’s core values endure, even as our mission evolves and our vision 

for the future emerges. As members of the Aurora University community, we enter 

into a voluntary compact with one another to live and work in ways consistent 

with these ideals. 

Vision Statement 

Aurora University will be known and experienced as an exemplary institution 

of higher learning. We will draw upon the values of integrity, citizenship, continuous 

learning and excellence to provide our students with life-changing educational 

experiences. As an inclusive and vibrant community, inspired by the 

traditions of the past, we will create a promising future for our University and our 

students. 

Toward fulfillment of this vision, we will engage gifted faculty, staff and trustees 

in the work of the University and will recruit and graduate talented and dedicated 

students. Together, we will strengthen our educational programs and will improve 

the learning, living and working environments on our campuses. We will serve 

the needs of our students through strategic partnerships and will enhance the 

well being of the communities around us. We will manage our resources effectively 

and will deepen the financial foundation upon which our aspirations rest. 

Through these initiatives, we will invest in our University and will endow a new 

generation of Aurora University graduates with the knowledge, skills, and values 

to transform themselves and their world.


Governance 

An independent, nonsectarian institution organized under the laws of the 

State of Illinois, Aurora University is governed by a Board of Trustees representing 

the community at large and various constituencies of the University. Within 

the University, students are subject to the provisions of the “A-Book” (student 

handbook); faculty are governed under the provisions of the Aurora University 

Faculty Handbook; and all employees are subject to the University’s Personnel 

Manual. In common with all schools and colleges in Illinois, public or private, 

Aurora University is subject to the oversight of the Illinois Board of Higher Education 

as provided by law. Graduate students are also subject to the provisions of 

their respective graduate program handbooks. 

Accreditation 

The Higher Learning Commission of the North Central Association of Colleges 

and Schools accredits Aurora University at the bachelor’s, master’s and doctoral 

levels. 

The following individual programs are accredited by the specific agencies listed 

below: Bachelor of Science in Nursing (Commission on Collegiate Nursing Education 

and approved by the Illinois Department of Professional Regulation); Bachelor 

of Social Work and Master of Social Work (Council on Social Work Education); 

Bachelor of Science in Recreation Administration (National Recreation and Park 

Association/American Association of Leisure and Recreation); and the Bachelor of 

Science in Athletic Training (Commission on Accreditation of Athletic Training 

Education Programs). In addition AU’s education programs are accredited by the 

National Council for Accreditation of Teacher Education (NCATE). 

B.S.N. program accredited by the 

Commission on Collegiate Nursing Education 

One DuPont Circle, NW, Suite 530 

Washington, D.C. 20036-1120 

202-887-6791 

B.S.W. and M.S.W. programs accredited by the 

Council on Social Work Education 

1725 Duke Street, Suite 500 

Alexandria, VA 22314 

703-683-8080 

B.S. Recreation Administration program accredited by the 

National Recreation and Park Association/ 

American Association of Leisure and Recreation 

National Recreation and Park Association 

22377 Belmont Ridge Road 

Ashburn, VA 20148-4501 

703-858-0784 

B.S. in Athletic Training program accredited by the 

Commission on Accreditation of Athletic Training Education Programs (CAATE) 

2201 Double Creek Drive 

Suite 5006 

Round Rock, TX 78664


The Professional Unit comprising 16 Academic Programs 

within the College of Arts and Sciences, College of Education, 

College of Professional Studies, and George Williams College accredited by the 

National Council for Accreditation of Teacher Education (NCATE) 

2010 Massachusetts Avenue, NW 

Suite 500 

Washington, D.C. 20036 

202-466-7496 

Approved Certification Programs 

Aurora University has graduate-level initial teacher certification programs 

approved by the Illinois State Board of Education and the Wisconsin Department 

of Public Instruction in Biology, Elementary Education, English, Mathematics, 

Physical Education, Social Studies and Special Education offered through the 

College of Education. 

“Type 73” Illinois certification in School Social Work is offered through the 

School of Social Work. 

“Type 75” Illinois certification and “Code 10/51” Wisconsin certification in 

Educational Leadership are offered. 

The Reading Specialist Type 10 K-12 certificate in Illinois and the Reading 

Teacher 316 and Reading Specialist 017 are offered in Wisconsin. 

Aurora University offers approved certification programs only in the areas 

listed above. 

The professional unit of Aurora University, under the governance of the Council 

on Certification of School Professionals, is accredited by the National Council 

for Accreditation of Teacher Education (NCATE). This accreditation covers initial 

teacher preparation programs and advanced educator preparation programs. 

NCATE is recognized by the U.S. Department of Education and the Council for 

Higher Education Accreditation to accredit programs for the preparation of 

teachers and other professional school personnel. 

Nondiscrimination Policy 

Aurora University affirms its support for, and non-discrimination against, all 

qualified persons regardless of race, ethnicity, color, creed, national origin, sex, 

disability, sexual orientation, age, family relationship, or status as a veteran in its 

programs and activities. The following office has been designated to handle 

inquiries regarding the non-discrimination policies: Human Resources, 347 S. 

Gladstone Ave., Aurora, IL 60506, 630-844-5493. 

Affirmative Action/Equal Opportunity Commitment 

In addition to pursuing a policy of nondiscrimination, Aurora University is 

committed to a process of affirmative action in all areas of recruitment and 

employment of individuals at all levels. 

This policy extends to all employment practices, including but not limited to 

recruitment, hiring and appointment, selection for training, upgrading, promotion, 

demotion, job classification, assignment, working conditions, employee treatment, 

hours, compensation, benefits, transfer, layoff, termination, and all other 

terms, conditions and privileges of employment.


This policy extends to all individuals, both employed and potentially employed 

by Aurora University, and whether on full-time, part-time, student or temporary 

employee status. 

Questions, comments, inquiries, or complaints should be addressed to: University 

Affirmative Action Officer, Aurora University, 347 S. Gladstone Avenue, 

Aurora, IL 60506-4892. 

Campus, Facilities and Sites 

Located in an attractive residential neighborhood on the southwest side of 

Aurora, the 30-acre main campus contains 23 instructional, administrative and 

residence buildings. The distinctive, red-tiled roofs specified by Charles Eckhart 

in his donation for the original campus mark the major buildings. Dunham Hall 

houses state-of-the-art computer facilities as well as the Schingoethe Center for 

Native American Cultures and a pleasant atrium that is a popular campus gathering 

place. The newest classroom building is the Institute for Collaboration 

which houses faculty offices and classrooms as well as Crimi Auditorium, the College 

of Education and the Partnership School. The newly constructed football 

and soccer stadium with Vago Field, a gymnasium, and a sports complex (including 

racquetball courts, fitness center and weight room) are close at hand. The 

Charles B. Phillips Library has holdings of more than 110,000 volumes, more than 

950 current periodicals (including titles in print, CD-ROM and electronic formats), 

and more than 10,000 audiovisual materials. Electronic resources include 

two dozen periodical indexes in CD-ROM and online computer formats. Through 

several library networks, students have access to more than 10 million volumes 

and more than 10,000 current periodical titles held in other libraries in the area 

as well as throughout the nation. Stephens Hall houses the newly refurbished 

Perry Theatre, science labs, classrooms and the Spartan Spot. Music practice 

rooms, piano labs, and a spacious choral room are also available in the Roger and 

Marilyn Parolini Music Center. Both modern and traditional-style residence halls 

surround the open central “quad.” 

In addition to the main campus, Aurora University offers programs off-campus 

for the convenience of students. The nursing program provides opportunities for 

students to earn a B.S.N. degree in a rigorous but flexible program that includes 

clinical and internship experience at major metropolitan hospitals. The Master 

of Arts in Curriculum and Instruction (M.A.C.I.), Master of Arts in Teaching with 

Certification (M.A.T.C.), Master of Arts in Educational Leadership (M.A.E.L.), 

Master of Arts in Reading Instruction (M.A.R.I.), Master of Arts in Special Education 

(M.A.S.E.), Master of Social Work (M.S.W.), Master of Science in Recreation 

Administration, Master of Business Administration (M.B.A.), and Doctor of 

Education (Ed.D.) programs are offered at the more than 200-acre George 

Williams College of Aurora University in Williams Bay, Wisconsin. 

Catalog Statements and Terms of Issue 

This catalog does not constitute a contract between Aurora University and its 

students. Where possible, Aurora University permits its students to graduate 

under the degree requirements in effect when they entered the University provided 

enrollment is continuous from time of matriculation to graduation, or as 

provided under the leave of absence policy. However, the University reserves the


right to modify or eliminate academic programs and course offerings and to modify 

academic requirements for all students at any time without prior notice and 

without incurring obligation of any kind. The University also reserves the right to 

modify its academic and administrative policies, regulations, and procedures, as 

well as tuition, fees, and conditions of payment, without prior notice at any time. 

While this catalog represents the best information available at the time of publication, 

all information contained herein, including statements of fees, course 

offerings, admission policies, and graduation requirements, is subject to change 

without notice. 

Waivers and Exceptions to Academic Regulations 

No exceptions to academic regulations or waivers of academic requirements 

are recognized by the University except in those cases where a student has followed 

the University’s procedures for obtaining such waiver or exception as published 

in the University’s Academic Regulations. Individual advisors or faculty 

members are not authorized to grant waivers or exceptions. All waivers and exceptions 

granted by authorized University officials must be provided in writing. 

Graduate Degree Programs 

Aurora University offers programs of graduate studies leading to the master’s 

degree, master’s-level post-baccalaureate credentials and the doctoral program 

in education. Since the establishment of the first graduate program, the Master 

of Science in Management in 1980, Aurora University has been dedicated to offering 

graduate study that promotes the career and professional success of its students. 

Graduate Programs of Study 

Master of Business Administration 

Concentration in Accounting 

Concentration in Human Resource Management 

Concentration in Leadership 

Concentration in Technology and Operations Management 

Master of Science in Mathematics 

Master of Arts in Curriculum and Instruction 

Master of Arts in Teaching with Certification 

Master of Arts in Educational Leadership 

Master of Arts in Reading Instruction 

Master of Arts in Special Education 

Master of Arts in Teacher Leadership 

Bilingual/ESL Endorsement 

Post-Baccalaureate Teaching Certification 

Master of Social Work


Master of Science in Recreation Administration 

Administration of Leisure Services 

Outdoor Pursuits Recreation Administration 

Doctor of Education (Ed.D.) 

Leadership in Educational Administration 

Leadership in Curriculum and Instruction/K-12 Emphasis 

Leadership in Curriculum and Instruction/Adult Education emphasis 

Graduate-Level Education Certification 

Type 73 School Social Work Certificate – Illinois 

Type 75 Administrative Certificate – Illinois 

Code 10/51 Administrative Certificate – Wisconsin 

Center for Adult and Graduate Studies 

The Center for Adult and Graduate Studies was established in May 2004 to 

serve as a central location where adult and graduate students can obtain the information 

they need to make decisions about returning to school. It is an environment 

designed to make returning adults feel comfortable and confident when 

selecting Aurora University as their school of choice. 

Specifically, the Center for Adult and Graduate Studies at Aurora University 

manages the enrollment processes for adult and graduate programs. This includes 

recruiting new adult and graduate students, communicating with current students, 

helping academic departments design new programs, and serving as liaisons 

between our student population and the University. The Center for Adult and 

Graduate Studies understands the adult and graduate market. Staff are trained to 

provide unofficial evaluations of past college credits and to provide assistance to 

adults who want to return to school. The focus is on helping graduate students 

begin their programs, reach their goals, and realize their full potential. 

The adult students who are interested in completing an undergraduate 

degree, enhancing an undergraduate degree with a certificate or endorsement, 

changing careers, or pursuing a master’s certificate or degree feel at home in the 

Center for Adult and Graduate Studies. AU’s adult and graduate programs are 

designed to fit an adult’s busy schedule with classes offered during the day, in the 

evening, or on weekends. The high quality and relevant programs include small 

class sizes taught by professors dedicated to students and their fields of interest. 

The experiences adult and graduate students bring to the classroom enhance the 

learning environment. 

The primary goal of the center is to provide comprehensive service to adult 

and graduate students. Committed to being as informative as possible when it 

comes to enrollment and academic information for students, graduate enrollment 

representatives help adult and graduate students make the transition to academic 

life and understand the policies and procedures associated with returning 

to college. The center is also responsible for educational outreach to the corporate 

sector and the community, providing information about the opportunities 

available for adults at AU.


The center’s mission is to provide adult and graduate students with the skills, 

resources, confidence and peace of mind to make informed decisions when selecting 

Aurora University for continuing their education. Because of the commitment 

to lifelong learning, staff stay in close contact with students. 

The enrollment process for adult and graduate students is facilitated by: 

• Acting as liaisons between students and the University 

• Communicating with all prospective and current students regarding their 

academic and professional goals 

• Recruiting students and assisting them with their educational plans 

• Assisting students during the application and registration process 

The Center for Adult and Graduate Studies is located in Eckhart 105 and can 

be reached at 630-844-5294 or at AUadmission@aurora.edu.


ACADEMIC REGULATIONS 

AND PROCEDURES 

General Academic Regulations 

All graduate studies are governed by University-wide academic policies, regulations 

and procedures. University-wide policies are described in the Graduate 

Catalog. Graduate programs may have academic policies, regulations and procedures 

that are stricter than the overall University academic policies, regulations 

and procedures. 

Graduate Admission 

Aurora University admits qualified students from varied geographical, cultural, 

economic, racial and religious backgrounds. In each candidate, Aurora University 

looks for two general qualities: academic ability enabling a person to benefit 

from the University’s excellent programs and a diversity of talents and interests 

that will make our campus community a better and richer place to learn. Applications 

will be considered on the basis of academic ability, character, activities 

and motivation. 

All correspondence about admission and campus visits should be addressed to 

the Center for Adult and Graduate Studies, Aurora University, 347 S. Gladstone 

Avenue, Aurora, Illinois 60506-4892. For further information about admission to 

the University, call 800-742-5281, or visit our Web site at www.aurora.edu. 

General Graduate Admission Procedures 

Admission to Aurora University graduate programs requires that students meet 

general University requirements for graduate admission, as well as various specific 

requirements of the particular program the student wishes to enter. General University 

requirements are detailed below. Refer to the individual program sections 

that follow for the additional requirements specific to each graduate program. 

All applicants for graduate admission must submit: 

1. A completed Application for Graduate Admission to the Center for Adult 

and Graduate Studies. (Note: The application may be completed online at 

www.aurora.edu.) 

2. Official sealed transcripts of all prior undergraduate and graduate work 

sent directly to the Center for Adult and Graduate Studies. 

3. Letters of recommendation from persons able to attest to the student’s academic 

and/or professional potential (form available online at www.aurora. 

/admission/index.html). See the specific requirements of the program you 

wish to enter; some programs require letters of recommendation from specific 

individuals or letters addressing specific areas of preparation or competence.


Upon submission of satisfactory credentials for admission to graduate study at 

the University, the student’s file is referred to the graduate program for consideration 

of the student’s application for admission to that program. 

General Graduate Academic Admission Requirements 

1. A bachelor’s degree from an accredited institution in a field providing appropriate 

background for master’s study in the student’s chosen program. Students 

whose undergraduate backgrounds are in fields other than those in 

which they are seeking to enter master’s study may be required to complete 

deficiency or prerequisite coursework before beginning master’s or doctoral 

courses. 

2. An academic record indicative of a high probability of success in graduate 

study. An applicant with an undergraduate GPA of less than 2.75 on a 4.0 scale 

must be reviewed by a committee of master’s program faculty. Individual programs 

may have higher admission standards. 

Admission to Graduate Programs 

Students admitted to graduate study at the University may only enter a specific 

program of study upon the approval of the program. Individual programs 

may require submission of additional credentials specific to the requirements of 

study in the program. 

Upon completion of the steps required for general graduate admission to 

Aurora University, the application will be forwarded to the graduate program to 

which the applicant seeks admission. The applicant will then be contacted by a 

representative of the graduate program to arrange for completion of any remaining 

requirements for admission to that program. 

Term of Entry 

1. The official terms of entry shall be Summer, Fall and Spring. Consult your 

graduate program since graduate programs may limit term of entry. 

2. A degree-seeking student whose first enrollment at Aurora University is in 

Summer session is governed by the catalog and regulations in effect for the Fall 

semester immediately following the Summer term in which the student was 

first enrolled. 

3. Students-at-large are not considered matriculated until the first term (excluding 

Summer) in which they are enrolled as a fully, conditionally or provisionally 

accepted student. 

4. Provisionally or conditionally accepted students are considered to have 

entered in the first term of enrollment, regardless of provisional or conditional 

status. 

Admission of International Students 

Students from other countries are admitted to Aurora University on the basis 

of the following criteria: 

• Average or better post-secondary school record, including completion of 

coursework at least to the level of the baccalaureate degree in the U.S.


• In the case of students from non-English speaking countries, a score of at least 

550 (213 on the computerized TOEFL; 79 on Internet-based TOEFL) on the 

paper-based TOEFL or level 109 on the ELS 

• Proof of financial responsibility, in the form of an affidavit of support and a 

deposit in U.S. funds in an amount determined annually by the University 

Transcripts from foreign colleges and universities are evaluated in accordance 

with the guidelines of the AACRAO World Education Series. Evaluations of foreign 

credentials must be completed through recognized outside evaluation services 

and certified English translations are required at student expense. Certified 

English translations must accompany original transcripts in any other language; 

the Registrar requires evaluation of foreign transcripts by an outside evaluator at 

student expense. International students who have completed work at other U.S. 

colleges or universities must submit official transcripts and, at the discretion of the 

University, may be considered for admission as transfer students on the basis of 

this work. 

Special Admission Status 

Graduate Student-at-Large Status: A student who wishes to enroll in a master’slevel 

course, but is not seeking a degree, certificate, or credential may do so as a 

student-at-large. A maximum of eight (8) semester hours may be applied to master’s 

degree programs at Aurora University. Enrollment in specific courses by students-at-large 

may be restricted by prerequisites or other requirements of 

individual graduate programs. Financial aid is not available to students-at-large. 

Post-Undergraduate Student: A student, who holds a bachelor’s degree from 

an accredited institution and wishes to enroll in undergraduate or graduate 

courses for credit, but not to seek a second degree, may do so as an extended student. 

The standard tuition rate applies. 

Provisional Student: A student who has applied for regular admission but has 

been unable to supply all necessary documentation due to circumstances beyond 

the individual’s control, may be provisionally admitted to the University at the 

discretion of the graduate program director or designee. If provisionally admitted, 

a student may register for classes for one term at his/her own risk (since the 

records of the educational background are incomplete). An application file must 

be complete and approved before a student is allowed to register for a second 

term. Financial aid is not available. 

Conditional Admission: A student who has applied for regular graduate admission 

but has an academic record that does not meet ordinary admission standards, 

may be conditionally admitted to the University at the discretion of the 

graduate program director. Academic progress will be reviewed regularly. 

Decision Procedures and Relation to University Governance: 

1. Applicants for admission who meet the academic qualifications outlined above 

are approved for admission by the graduate program director or designee. 

2. Applicants for admission who do not meet the stated academic qualifications 

above will be reviewed and accepted or rejected by the graduate program 

director or designee on the basis of guidelines from the Graduate Affairs Committee.


3. Applicants with an incomplete application for admission may be approved on 

a provisional basis only by the graduate program director or designee. 

Earning Multiple Graduate Degrees or Credentials 

Credit earned in one post-baccalaureate program at Aurora University may be 

applied toward the requirements of a second program at the option of that program. 

In those cases where application of this policy results in a student meeting 

all specific coursework requirements of a program without having completed the 

total number of credits required for completion, the graduate program faculty 

shall determine additional coursework to be completed by the student in order 

to fulfill the total credit required for the program. 

Transfer of Credit 

Graduate-level credit earned at regionally accredited institutions of higher 

education may be transferred to Aurora University and applied toward a master’s 

or doctoral degree or other post-baccalaureate programs with the approval of the 

director of the program to which the student is admitted. Each graduate program 

limits the amount of credit that can be applied toward an Aurora University 

degree. 

1. Graduate credit graded “B” or better may be transferred and applied to 

graduate programs at Aurora University with the approval of the graduate 

program director. Coursework graded “Pass” or “Credit” may be transferred 

at the option of the graduate program director. The individual graduate 

program shall establish the minimum grades required for acceptance of 

undergraduate prerequisite courses. 

2. Graduate credit is transferred for application only to a specific graduate 

program; in the event that a student is subsequently admitted to a different 

graduate program, any graduate work completed at other institutions will 

be re-evaluated by the director of the new graduate program and the transferred 

credit modified if necessary. 

3. Transfer of credit once enrolled: Once the applicant has been accepted for 

enrollment in a graduate program at Aurora University, it is expected that 

he/she will complete all coursework for the degree or certificate at Aurora 

University. No coursework may be transferred to Aurora University after 

enrollment except upon prior, written approval of the graduate program 

director or dean. 

Veterans 

A person who has served in the United States armed forces and wishes to use 

veterans’ benefits to attend Aurora University must contact the University’s Veterans 

Affairs Officer in the Office of the Registrar. Veterans must follow the admission 

requirements and procedures outlined in this catalog. For certification of 

eligibility for education benefits under one of the public laws, application for Veterans 

Administration benefits is made through the Veterans Affairs Officer.


Registration 

Advisement – As soon as an application for admission has been approved, students 

are notified and asked to contact their graduate program office to make 

an initial appointment with an advisor. All degree-seeking graduate students are 

required to consult with an academic advisor before registering for classes. 

Registration – As soon as the advisement appointment is completed, a student 

may register in the Office of the Registrar. All accounts with the Office of Student 

Accounts must be up to date. Students must be in compliance with the State of 

Illinois immunization requirements. All registration forms must bear the signature 

of a graduate academic advisor to indicate that the student’s proposed registration 

has been reviewed. Forms must also bear the signature of the student to 

indicate that the student accepts responsibility for the programmatic consequences 

of the registration and agrees to be bound by all relevant University regulations. 

Students-at-large may register by mail or in person. 

Student I.D. Cards – Students are issued an Aurora University photo identification 

card after registration. The card is valid while enrolled as a student at 

Aurora University. The I.D. card is required for the use of University facilities and 

services and for free or reduced-price admission to paid events on campus. There 

is a $25 fee for replacement of lost or damaged I.D. cards. 

Late Registration 

The normal registration period ends with the closing of the Office of the Registrar 

on the last University business day preceding the first day of the term or the 

first day of a class that officially begins at some point other than the beginning of 

a term. Students may late register only during the first 10% of the term and before 

the class has met for 10% of the published contact time. Specific deadlines are 

published in the course bulletin or may be obtained from the Office of the Registrar. 

It is the responsibility of a late-registering student to make up missed class 

work, and students are permitted to late register only with the understanding that 

their grades may be affected by work that cannot be made up. 

Accelerated Load (Overload) 

Graduate students desiring to register for an accelerated load of more than seventeen 

(17) semester hours in any term must have the approval of their graduate 

program director. Each case will be considered individually against the general 

guidelines, taking into account other factors such as recent performance patterns. 

Billing/Registration Policy 

Students who have unpaid balances from prior terms that are not covered by 

duly approved and current installment payment plans with the University, by duly 

approved and current deferred payment plans, or by duly approved corporate 

billing agreements, or who have failed to meet any other statutory or University 

requirement for registration will be designated as being on “ hold status.” 

No student on “hold status” will be registered by the Registrar for any class 

until the “hold status” is removed by the appropriate University authority. Students 

who have resolved their “hold status” will be registered and admitted to


classes only during the time period permitted under the University regulations 

concerning late registration. 

No grades will be recorded for students who are not duly registered. In the 

event that a student duly registered for a class is subsequently placed on “hold 

status,” no grade(s) will be recorded and no credit for the class(es) will be transcripted 

until the student’s “hold status” is removed by the appropriate University 

authority. 

Payment of Tuition and Fee – Tuition and fees are assessed in accordance with 

approved policies. Please refer to the Payment Agreement Form signed at the 

time of registration for specific payment information. Students who have been 

approved to participate in a University-approved installment or deferred payment 

plan must adhere to the terms of these plans in order to remain eligible for participation. 

Details of these plans are available in the Student Accounts Office. 

Grades and transcripts are issued to students in good financial standing. 

Refunds – During the regular semester, a 100% refund of tuition is provided 

through the first week of the semester, 90% during the second week, and 50% 

during the third week; no refund is provided thereafter. Refunds for Summer Session 

classes and for classes that do not meet in accordance with the regular semester 

calendar are provided in accordance with refund schedules provided by the 

Controller. Specific information is provided on the Payment Agreement form 

signed at the time of registration. Refunds are, in all cases, governed by the actual 

date of filing of a written drop notice (signed letter or signed Change of Course 

Petition) in the Office of the Registrar. 

Adding and Dropping Courses 

Changing Courses – Once a student has registered for courses, he/she must 

file a Change of Course Petition at the Office of the Registrar to either add or 

drop a course, change the grading system from letter grade to Credit/No Credit 

or vice-versa, or to change sections of a course. Courses may be added only during 

the official late registration period. No course may be dropped after the end 

of the 11th week of classes in a 16-week semester or the sixth week of classes in an 

8-week term (prorated for Summer terms). For courses scheduled outside the 

regular semesters, the Registrar will calculate late registration and withdrawal 

deadlines and include this information with registration materials for such classes. 

Change of course petitions are available from academic program offices and from 

the Office of the Registrar. 

Grades for Dropped Courses – Courses dropped with 100% refund do not 

appear on the student’s permanent record. A grade of “W” (withdrawal) will be 

recorded on the student’s permanent academic record between the 2nd and 11th 

weeks of a 16-week semester. A grade of “W” (withdrawal) will be recorded on the 

student’s permanent academic record for courses dropped between the 2nd and 

6th weeks of an 8-week module. No withdrawals will be processed after the 11th 

week of the 16-week semester or after the 6th week of the 8-week module. For 

courses scheduled outside of the regular semester, the Registrar will calculate late 

registration and withdrawal deadlines and include this information with registration 

materials for such classes. 

Wait List – Although we are aware that graduate students are more limited in 

their course selections, there are times that classes are at maximum capacity and 

students are placed on wait lists. Typically the Registrar consults with the gradu-


ate program director or dean to determine the need to move students from wait 

lists into the actual course. The waiting list does not operate on a first-come, firstserved 

basis, nor do instructors have influence on the decision. The Registrar, in 

consultation with the graduate program director/dean, makes determinations 

prior to the start of the term. Students authorized to add the class are contacted 

by telephone to confirm that they still wish to enter the class. 

Full-Time and Part-Time Enrollment 

Students may enroll either full- or part-time at Aurora University; in some graduate 

programs, a student must declare his/her intention in order to be placed in 

the correct sequence of courses to complete the program on a full- or part-time 

basis. Full-time graduate enrollment is defined as a minimum of nine (9) semester 

hours per term (18 semester hours per academic year). Half-time enrollment 

is defined as a minimum of four (4) semester hours per term or eight (8) semester 

hours per academic year. 

Attendance Policy 

Regular class attendance is expected of all students. Aurora University has no 

permissible cut policy. Because of the wide diversity that exists among the various 

courses within the University and the manner in which they are conducted, it is 

the responsibility of each instructor to establish and maintain his/her own policy 

in each of his/her classes. Each instructor is required to maintain attendance 

records. Students must comply with attendance requirements established by 

financial aid sources such as the VA, regardless of the attendance policy established 

by the instructor. 

Authorized Absences from Class Policy 

A student representing the University at University-sponsored events may be 

granted authorized absences from class provided that the student has complied 

with approved procedures. Note that it is the responsibility of the student to 

attempt to schedule courses so as to minimize potential class absences. It is generally 

unacceptable for authorized absences to exceed 20% of the class meetings. 

In such cases, alternative arrangements, such as a course by special arrangement, 

may be considered at the discretion of the instructor. 

Regulations: 

Definitions 

1. “A student representing the University”: The student must be duly recognized 

by the manager or advisor of the event. A list of student participants 

should be forwarded to the Office of the Provost. 

2. “University-sponsored events”: The manager or advisor of the event or activity 

shall submit to the Provost a list of events and have them approved as eligible 

for inclusion under this policy. This definition normally includes 

intercollegiate-athletic, student government, student development, and fine 

arts events, as well as events required for the completion of another academic 

course.


3. “Event” means the actual event at which the student represents the University 

together with necessary travel time to and from the event site, where 

applicable. It does not apply to rehearsals, practices, or meetings preparatory 

to the event. 

Academic and Procedural Considerations 

1. Students are required to make up all work missed due to an authorized 

absence and, except when conditions are prohibitive, are responsible for 

making arrangements with faculty at least 48 hours in advance of the anticipated 

absence. 

2. Faculty will make reasonable accommodations for completion of work by 

students who are granted authorized absences through established University 

procedures. It is expected that students would be able to complete 

make-up exams and assignments within 72 hours of the return to campus. 

Procedures: 

Requesting and Granting Authorized Absences from Class 

A. Registering University-Sponsored Events and Participants: At least one week 

prior to the start of each academic term, the managers or advisors of all 

University-sponsored events provide to the Office of the Provost a schedule 

of those events during that term for which a student may be granted an 

authorized absence. Rosters of those students duly registered to participate 

in each event should be forwarded to the Office of the Provost 48 hours 

before the scheduled event. The Office of the Provost will maintain a record 

of all approved events and registered participants. The manager or advisor 

will provide all participating students with a schedule of the days and times 

of all events during that term for which the student may need to request an 

authorized absence. 

B. Student Requests for Authorized Absence: At least 48 hours before the class 

from which an authorized absence is requested, the student must contact 

the faculty member privately, provide the schedule of approved events, and 

obtain from the faculty member a written confirmation of the request, 

together with a statement of the work to be made up by the student. At the 

discretion of the faculty member, the confirmation and statement of work 

may be in written format. In the cases of events occurring in the first two 

days of the term, students will need to contact instructors in advance of the 

term to make arrangements for an authorized absence. 

C. Procedure for Faculty: When a student requests an authorized absence, the 

faculty member provides the student with any necessary information concerning 

assignments to be completed. If the authorized absence will cause 

the student to miss in-class assignments or learning experiences that are 

part of the grading of the course, the faculty member may require alternative 

assignments of the student, as required by the outcomes of the course. 

Faculty members may establish in the class syllabus reasonable rules and 

procedures for the manner in which they wish to have students make 

requests for authorized absences (e.g., during office hours, by phone, by 

written request, before or after class, etc.).


D. Advisement Procedures: Whenever possible, managers or advisors of University-sponsored 

events will provide to participating students a tentative 

schedule of events for the following term prior to the beginning of the 

advisement period for that term. Participating students will submit, in writing, 

their planned participation to their academic advisors in order to anticipate, 

minimize and plan for any potential conflicts with classes. 

Application of Academic Regulations 

Aurora University has traditionally allowed students to graduate under the 

degree requirements in effect when they entered the University if course offerings 

allow and if enrollment is continuous from point of entry to graduation. The University 

does retain the right, however, to modify the academic policies, procedures 

and regulations for all students. Modifications in policies, procedures and regulations 

normally become effective at the beginning of the term following their 

enactment or as specified in the approved form of the regulation. Academic policies, 

procedures and regulations encompass such things as grading systems, transfer 

of credit policies, academic fees and guidelines for applying courses toward the 

degree requirements. 

Only those persons specified in an academic regulation may authorize exceptions 

or waivers pertaining to that policy. No exceptions to academic regulations 

or waivers of academic requirements are recognized by the University except in 

those cases where a student has followed the University’s procedures for obtaining 

such waiver or exception as published in the University’s Academic Regulations. 

Individual advisors or faculty members are not authorized to grant waivers 

or exceptions. All waivers and exceptions granted by authorized University officials 

must be made in writing, with copies provided to the student, and to all University 

offices and units having an interest or responsibility related to the 

regulation in question. 

Leave of Absence Regulations 

If a student has been admitted to Aurora University and must interrupt his or 

her course of study for more than one term (excluding Summer), he/she must 

file an approved Leave of Absence form with the Registrar in order to be able to 

resume studies under the catalog in effect when he/she first entered. There is a 

time limit of two consecutive terms, excluding Summer, for this privilege. Filing 

a Leave of Absence form also means the student does not need to re-apply for 

admission if his/her return is within two calendar years, a maximum of four academic 

terms, excluding summers. 

If a student has been absent from Aurora University for more than one semester 

without filing a Leave of Absence form, or a Leave of Absence has expired, the 

student should contact the Office of Admission and Financial Aid for information 

on applying for re-admission. Official transcripts from any colleges or universities 

attended since the last enrollment at Aurora University must be complete 

before admittance. Contact the Office of the Registrar for the complete policy. 

Auditor Status 

1. Aurora University has an auditor (AU) status for those individuals who do 

not wish to earn college credit for either an undergraduate or graduate 

course.


2. Auditing privileges may include full participation in class sessions, with the 

exception that instructors are not required to evaluate and grade an auditor’s 

performance in a course. Instructors may determine the character of 

participation and requirements of auditors. 

3. The tuition fee for auditing has been established at 25% of the regular 

tuition rate. Any additional class fees will be at the expense of the auditor. 

4. Auditors must register for classes on a standby basis, with the understanding 

that students registering for credit have priority in the class. A decision 

as to whether auditors may enter classes will be made prior to the beginning 

of the first class session. 

5. Audited courses will be posted on a student’s permanent academic record 

as an audit (AU). No academic credit will be granted for audited classes 

now or in the future. 

6. Auditors may not participate in clinical experiences, field placements and 

practica courses. 

Visitors 

An individual who wishes to visit only a single class session need not register or 

pay the stated fee, but must secure the prior approval of the instructor for each 

session visited. 

Financial Aid 

Aurora University students may be eligible for financial aid from a variety of 

sources, including Federal, state, institutional, and private organizations in the 

forms of grants, loans and work. In 2008-2009, more than $14 million in aid was 

awarded to over 1,300 graduate students at Aurora University. Aid is available for 

both full-time and part-time graduate students and is awarded on a first-come, firstserved 

basis. Students should be cognizant of the following Free Application for 

Federal Student Aid (FAFSA) filing priority dates and financial aid file completion 

dates: 

FAFSA Filing Priority File Completion 

Fall Semester April 15 July 1 

Spring Semester October 15 December 1 

Summer Semester March 15 May 1 

NOTE: There is no financial aid awarded during the May Term. 

The priority and completion dates listed above are given in order to provide 

quality service to the financial aid recipient. The financial aid process must be 

completed by the end of the first semester of attendance each academic year to 

ensure that the financial aid will be applied to a student’s account. 

To apply for financial aid, students must complete the FAFSA. 

Student Employment Opportunities: Career Services, part of the Crouse Center 

for Student Success, assists students in locating employment, both within the 

University and throughout the local area. Federal Work Study (FWS) funds may 

be earned by working in departments on campus or at off-campus agencies that 

are participating in the Community Service program. To apply for on-campus or 

community service employment, contact Career Services.


Tuition, Fees, and Other Expenses 

Tuition: 

2009-2010 Academic Year 

Graduate student tuition per semester hour: 

Aurora Campus 

M.B.A. $595 

M.S.W., M.A.T.C., M.A.C.I., M.A.E.L., M.A.R.I., M.A.S.E. $540 

Post-Baccalaureate Teacher Certification $450 

M.S. in Mathematics $440 

Off-Campus School District 

M.A.T.C., M.A.C.I., M.A.E.L., M.A.R.I. cohorts $440 

Ed.D. cohort program $520 

George Williams College Campus 

M.S. in Recreation $595 

M.B.A., M.S.W. $490 

M.A.T.C., M.A.C.I., M A.E.L., M.A.R.I., M.A.S.E. $375 

Post-Baccalaureate Teacher Certification $375 

Ed. D. program $520 

NOTE: Rates may differ for certain off-campus programs. Please consult the 

appropriate graduate program director or consult information provided for that 

program. 

General Fees: 

Application Fee $ 25 

Course by special arrangement (CBSA) (per semester hour) $115 

Deferred Payment Fee (per semester hour) $ 10 

Graduation Fee (master’s and doctoral) $120 

Accident Insurance Fee (per semester; based on actual costs $ 55 

incurred plus $2.00 increases annually) 

Accident/Sickness Insurance Fee (per semester; based on $234 

actual costs incurred plus $2.00 increases annually) 

Parking Permit $ 25 

Prior Approval Petition Fee $ 25 

Replacement I.D. Card Fee $ 25 

Returned Check Fee $ 25 

Transcript, Normal Service (first two are free) $ 8 

Transcript, While-You-Wait Service $ 15 

Tuition Deposit $100 

Live and Vocational Assessment Fee (per course) $325 

Fees Specific to Program: 

Recreation Administration Practicum Fee (revised annually) $475 

NOTE: Tuition and fees are subject to change without prior notice. Please consult 

the course bulletin each term, or contact the Office of Student Accounts for 

questions or information on current tuition, fees, room, board and other rates.


Academic Standards 

Under general University regulations, graduate students are expected to maintain 

a cumulative grade point average (GPA) of at least 3.0 on a 4.0 scale to remain 

in good standing. Individual programs may have additional or more stringent 

academic standards for retention of graduate students in the program and may 

assess progress in other ways as well (e.g., permissible number of “C” grades). The 

student handbook of each graduate program specifies the academic progress standards 

that apply to that program. The faculty of each graduate program are 

responsible for maintaining the standards of the program, within general University 

guidelines. No fractional amount of credit is given for less than completion 

of any course or academic experience. 

Graduate Grading System 

At the end of the course, letter grades are awarded as defined: 

A (4 quality points per semester hour) Excellent. Denotes work that is consistently 

at the highest level of achievement in a graduate college or university 

course. 

B (3 quality points per semester hour) Good. Denotes work that consistently 

meets the high level of college or university standards for academic 

performance in a graduate college or university course. 

C (2 quality points per semester hour) The lowest passing grade. Denotes 

work that does not meet in all respects college or university standards for 

academic performance in a graduate college or university course. 

F (0 quality points per semester hour) Failure. Denotes work that fails to 

meet graduate college or university standards for academic performance 

in a course. 

Cr (Quality points are not calculated in grade point average) Pass. Denotes 

pass with credit at least at the level of “C” work, in graduate courses that 

are graded Cr/NCr. 

NCr (0 quality points per semester hour) No credit. Denotes work that fails 

to meet graduate college or university standards for academic performance 

at least at the level of “C” work. 

Students are reminded that, with the exception of courses that are offered 

only on a Cr/NCr basis, no graduate courses may be completed under this grading 

system. 

Incomplete Grades (I) 

Under Aurora University regulations, a student who has done satisfactory work 

in a course but has not completed some of the specific course requirements may 

petition to receive a grade of “I” (Incomplete). A grade of “I” may be assigned only 

in cases of illness, accident or other catastrophic occurrence beyond the student’s 

control. All work must be completed by the deadline specified by the instructor, 

which must be on or before the last day of the fourth week of classes in the next 

term, excluding Summer Session. Petitions for incomplete grades are available 

from the Office of the Registrar.


Deferred Grades (X) 

A deferred grade (X) is for use in certain courses in which it is anticipated that 

the student’s learning experience will continue beyond a regular academic term. 

The deferred grade is available for use in the cases of field experiences, practica, 

internships, independent study, application or research projects, and sequential 

courses for which a deferred grading situation has been contracted at the initiation 

of the experience. An approved list of courses for which the deferred grade may 

be used is available from the Office of the Registrar and is listed below. 

LISTING OF COURSES FOR DEFERRED GRADE OPTION 

COURSE NUMBER 

TITLE 

5880 Travel Study 

5830, 6830, 7830, 8830 Directed Study 

5970, 6970, 7970 ,8970 Honors Research 

5980, 6980, 7980, 8980 Independent Study 

EDU6060 

Scholarship Applied to Teaching 

EDU6670 

Practicum in Educational Leadership 

____ 

Course by Special Arrangement 

EDU6750 

Student Teaching 

EDU7800/8800 

Dissertation 

REC6770, 6780 

Recreation Administration Internship 

REC6990 

Thesis/Dissertation 

Grade Point Calculation 

Two Grade Point Averages (GPA) are calculated by the Office of the Registrar: 

1. Term GPA A=4, B=3, C=2, F=0, NCr=0, Cr=Not Calculated into GPA. Based 

only on courses taken in a given term at Aurora University, the unit of credit 

is multiplied by the quality points assigned to the grade earned. The sums 

are then added and the total quality points divided by the calculable credit 

units producing the Term GPA. (If a course is repeated only the higher 

grade is calculated into the GPA and, only academic credit from one can be 

counted toward graduation.) 

2. Cumulative GPA of courses at Aurora University. Calculated in the same 

way as the term GPA but is based upon all work taken at Aurora University 

over all terms of attendance. Graduate credit accepted in transfer is not 

calculated in the cumulative GPA. 

Change of Permanent Grades 

a. Permanent grades (A, B, C, F) may be changed by the instructor who originally 

issued the grade to correct computational or clerical errors. 

b. Changes of permanent grades must be approved by the academic dean 

before they are forwarded to the Registrar, and must include an explanation 

for the change. 

c. Changes in permanent grades arising from clerical or computational errors 

must be received by the Registrar no later than 30 days following the date 

when the original permanent grade was filed with the Registrar.


d. In cases where it is necessary to correct a grading error on the part of an 

instructor who has left the University or who cannot otherwise be contacted 

in a timely fashion, or in cases where an instructor fails to correct an evident 

error in a timely fashion, the academic dean may assign another faculty 

member to review the relevant materials and correct the error. 

e. Changes may be made in grades to reflect coursework completed after the 

deadline for grade submission only in instances in which the student 

received a grade of “I” or “X” for the course. 

f. All changes in permanent grades other than those arising from clerical or 

computational errors are addressed under the University regulations for 

appeal of alleged capricious grading. 

Procedures for Use in Appealing Allegedly Capricious Term 

Grades of Students 

1. Introduction 

a. The following procedures are available only for review of alleged capricious 

grading, and not for review of the judgment of an instructor in assessing the 

quality of a student’s work. Capricious grading, as that term is used herein, 

is limited to one or more of the following: 

1) the assignment of a grade to a particular student on some basis other 

than performance in the course; 

2) the assignment of a grade to a particular student by more exacting or 

demanding standards than were applied to other students in that course; 

3) the assignment of a grade by a substantial departure from the instructor’s 

standards announced during the first fourth of the term. 

b. The assessment of the quality of a student’s academic performance is one of 

the major professional responsibilities of University faculty members and is 

solely and properly their responsibility. It is essential for the standards of the 

academic programs at Aurora University and the integrity of the degrees 

conferred by this University that the professional judgments of faculty members 

not be subject to pressures or other interference from any source. 

c. It is necessary, however, that any term grade be based on evidence of the student’s 

performance in a course, that the student have access to the evidence, 

that the instructor be willing to explain and interpret the evidence 

to the student, and that a grade be determined in accordance with 

announced guidelines. These guidelines should be announced in and put 

in writing for each class at the beginning of each term. 

2. Appeal Procedures 

a. A student who believes his/her term grade is capricious may seek clarification 

and, where appropriate, redress, as follows: 

1) The student shall confer with the instructor, informing the instructor 

of questions concerning the grade, and seeking to understand fully the 

grounds and procedures the instructor has used in determining the 

grade. The aim of such a conference is to reach mutual understanding 

about the grade, the process by which it was assigned, and to correct 

errors, if any, in the grade. The student should do this within two weeks 

of receiving his/her final grade.


2) If, after consultation with the instructor, the student believes that a grade 

is capricious, the student shall confer with the program chair, who shall 

consult and advise with both the instructor and student separately or 

together, in an effort to reach an understanding and resolution of the 

matter. 

3) If Steps One or Two do not resolve the problem, the student may submit 

a petition in writing to the dean. This petition must be submitted to 

the dean of the school or college not later than the end of the fourth 

week of the term following that for which the grade is being appealed, 

excluding the summer term. 

b. The petitioner shall request a meeting with the dean and shall present evidence 

that the grade is capricious as defined above, and shall present the 

student’s arguments which substantiate his/her conclusions. The dean shall 

refer the petition to the instructor and secure from the instructor a 

response in writing, setting forth the instructor’s position on the matter. 

c. On the basis of a consideration of the student’s petition and the instructor’s 

response, the dean shall conduct an inquiry which shall include a meeting 

with the student and the instructor separately or together and ascertain 

and consider relevant facts. (The instructor and/or student may bring an 

advocate if he/she so chooses. If an advocate is to be present at a meeting, 

the dean must be informed prior to the meeting.) 

3. Decision. The dean shall make one of these decisions: 

a. That the grade was not assigned capriciously and shall stand as assigned. 

b. That the grade was assigned capriciously and should be changed. The dean 

shall then, as a result of his/her consideration, assign a grade different from 

the grade decided to be capricious. The dean shall authorize the Registrar 

to make the grade change and such a decision shall be final. 

CODE OF ACADEMIC INTEGRITY* (Policy Statement F1) 

Aurora University’s core values include integrity and ethical behavior. A community 

of learners, Aurora University students and faculty share responsibility for 

academic honesty and integrity. The University expects students to do their own 

academic work. In addition, it expects active participation and equitable contributions 

of students involved in group assignments. Aurora University’s Code of 

Academic Integrity (henceforth, the Code) prohibits the following dishonest and 

unethical behaviors, regardless of intent. 

Cheating. Cheating is obtaining, using or attempting to use unauthorized 

materials or information (for example; notes, texts, or study aids) or help from 

another person (for example looking at another student’s test paper, or talking 

with him/her during an exam), in any work submitted for evaluation for academic 

credit. This includes exams, quizzes, laboratory assignments, papers 

and/or other assignments. Other examples include altering a graded work after 

it has been returned, then submitting the work for re-grading; or submitting identical 

or highly similar papers for credit in more than one course without prior 

permission from the course instructors.


Fabrication. Fabrication is unauthorized falsification, invention or copying of 

data, falsification of information, citations, or bibliographic references in any academic 

coursework (for example, falsifying references in a paper); altering, forging, 

or falsifying any academic record or other University document. 

Plagiarism. Plagiarism is representing someone else’s work (including their 

words and ideas) as one’s own or providing materials for such a representation, 

(for example, submitting a paper or other work that is in whole or part the work 

of another, failing to cite references, presenting material verbatim or paraphrased 

that is not acknowledged and cited). 

Obtaining an unfair advantage. This is (a) stealing, reproducing, circulating or 

otherwise gaining access to examination materials before the time authorized by 

the instructor; (b) stealing, destroying, defacing, or concealing library materials 

with the purpose of depriving others of their use; (c) intentionally obstructing or 

interfering with another student’s academic work; or (d) otherwise undertaking 

activity with the purpose of creating or obtaining an unfair academic advantage 

over other students’ academic work. 

Unauthorized access to computerized records or systems. This is unauthorized 

review of computerized academic or administrative records or systems; viewing 

or altering computer records; modifying computer programs or systems; releasing 

or dispensing information gained via unauthorized access; or interfering with 

the use or availability of computer systems or information. 

Facilitating academic dishonesty. This is helping or attempting to assist another 

in committing an act of academic dishonesty in violation of this Code (for example, 

allowing another to copy from one’s test or allowing others to use or represent 

one’s work as their own). 

NOTES: Examples provided are illustrations only and are not inclusive. Other 

behaviors, not exemplified, apply. 

The above is in part adapted from “Issues and Perspectives on Academic 

Integrity,” a pamphlet distributed by the National Association of Student Personnel 

Administrators. 

Academic programs, colleges, and departments within the University may have 

additional guidelines regarding academic dishonesty that supplement this Code. 

PROCEDURES TO BE FOLLOWED WHEN AN ACT OF 

ACADEMIC DISHONESTY IS IDENTIFIED 

(Policy Statement F2) 

First violation: A faculty member who identifies an act of academic dishonesty 

shall meet with the student to address the violation and articulate the nature of 

the violation in writing. At this time the faculty member will, at his/her discretion, 

impose consequences and sanctions as they relate to the course in which academic 

dishonesty is identified. 

The faculty member shall also report the violation to the Registrar. The faculty 

member must provide the Registrar with a written summary along with material 

evidence of the violation, if such evidence exists. This material is placed in an academic 

dishonesty file identified to the particular student and maintained with 

confidentiality by the Registrar.


The Registrar will then send the student a certified letter, notifying him/her 

that a violation has been reported and advising the student of future sanctions on 

the part of the University in the event of subsequent violation. The letter also 

shall inform the student of the appeals process for academic dishonesty, (see Policy 

Statement F3). In the event that a student appeals successfully under Policy 

Statement F3, the faculty member’s allegation shall be removed from the academic 

dishonesty file. 

The contents of the academic dishonesty file will not be shared with faculty 

members and staff, with the exception of members of the Academic Standards 

Committee in the event that the student appears before that body. The academic 

dishonesty file shall be destroyed upon the completion of the degree by the student. 

Second violation: In the event that a second violation is reported to the Registrar, 

the Registrar shall inform the student of the allegation via certified letter. This 

letter shall inform the student that she/he has 10 business days from the date of 

the letter to contact the Office of the Registrar to arrange a hearing before the 

Academic Standards Committee. Failure to do so shall be taken as an admission of 

guilt and shall result in dismissal from the University. The student shall be permitted 

to attend class and other University-sponsored activities during the ten (10) 

business days following the mailing of the certified letter by the Registrar to the student. 

If the student schedules a hearing, he/she shall be permitted to attend classes 

and other University-sponsored activities while the hearing is pending. 

The committee shall determine whether the violation occurred. The Provost 

shall not participate in the hearing. If the committee finds that a violation 

occurred, the student shall be immediately dismissed from the University. If the 

committee finds that the violation did not occur, the allegation shall be expunged 

from the student’s record. 

NOTE: In unusually serious cases, the judiciary procedure normally initiated 

by the second academic dishonesty violation may be triggered in the event of a 

first violation by specific request of either a faculty member or the Registrar. This 

would occur only in cases that are particularly egregious. The term “egregious” 

means here that the act is both premeditated and, by itself, potentially damaging 

to the academic culture of the University if not immediately redressed. Examples 

of egregious academic dishonesty include, but are not limited to, misrepresenting 

a degree-completion work like a doctoral dissertation, master’s thesis, or senior 

capstone project as one’s own; committing an act of academic dishonesty 

intended to cause harm to another person or group; committing a crime while 

committing an act of academic dishonesty intended to result in direct material 

gain from the act; and others. This list of examples is illustrative and not exhaustive. 

Other behaviors may also apply. 

APPEALS PROCESS FOR ACADEMIC DISHONESTY 

(Policy Statement F3) 

First violation: A student who believes that he/she has not violated the Academic 

Honesty Code as reported by the faculty member, may appeal to the Academic 

Standards Committee. This must be done in a written letter to the 

Registrar, within one week after the certified letter from the Registrar informing 

the student of the opening of an academic dishonestly file was sent.


The Academic Standards Committee will review all relevant materials. It will 

meet with the student who will present his/her response to the academic dishonesty 

charge(s). The committee may also question the faculty member who 

reported the dishonesty. 

The Academic Standards Committee shall make one of two decisions: 

• violation of the Code took place and the report remains in the academic 

dishonesty file; 

• violation of the Code is not substantiated and the faculty member’s allegation 

shall be removed from the academic dishonesty file. 

The decision of the Academic Standards Committee shall be final. 

Appeal procedure for second or egregious violations: 

A student who has appeared before the Academic Standards Committee for an 

egregious first violation or second violation and been found guilty and dismissed 

from the University may appeal the decision to the Provost of the University. This 

must be done in the form of a written request to the Provost within one week after 

the Academic Standards Committee has informed the student of its decision. 

The Provost will appoint two faculty members to serve with him/her as an ad 

hoc committee to review the student’s appeal. This committee will review all relevant 

materials and meet with the student and others, as it deems necessary. The 

decision of this committee to either uphold or overturn the decision of the Academic 

Standards Committee shall be final. 

Re-admission to the University: 

A student who has been dismissed for violation of the Code of Academic 

Integrity shall not be re-admitted to the University. The student’s transcript shall 

indicate that the student was “dismissed with cause.” 

*Approved by Faculty Senate 21 May 2004 

*Approved by Board of Trustees 5 June 2004 

Classroom Conduct Policy 

Students enrolled in Aurora University courses have the right to learn in an 

environment where all individuals are treated equitably and with respect. Behaviors 

in class that interfere with the learning experience are not permitted. Disruptive 

or disrespectful behaviors may result in dismissal from the class by the 

instructor. Continued problems will be reported to the dean of the college and/or 

the Dean of Students for further action. Course instructors may also impose classrelated 

sanctions on the offending student. 

Time Limit for Completion of Master’s Degrees 

1. Students must complete all requirements for the master’s degree on or before 

five years from the official acceptance date into the program. 

2. Any student not completing all degree requirements on or before the five-year 

deadline will be administratively dropped from the program unless a petition 

for extension has been filed with the program chair no later than the completion 

deadline. 

3. Petitions for extension are reviewed by the program chair in consultation with 

the program faculty.


4. Approved petitions for extension may include provisions for repeating coursework, 

additional coursework, or other requirements for completion of the master’s 

degree after the original deadline, at the option of the program faculty. 

5. An extension of deadline may be granted only once and then for a maximum 

of two years. 

6. Individual programs may establish more restrictive limits for initial and 

extended time deadlines for completion. 

Requirements for Graduation 

1. Completion of all coursework specified by the graduate program. 

2. Cumulative GPA of at least 3.0 on a 4.0 scale, or higher if specified by the graduate 

program. 

3. Submission of all pre-graduation materials required by the graduate program. 

4. Acceptance of thesis or other required final project by the graduate program. 

5. Submission of two copies of approved thesis or project in a specified form 

together with payment of binding fee where applicable. 

6. Submission of Application for Graduation and payment of any graduation fees 

assessed by the University. 

7. In the case of certification programs, submission of all governmental forms. 

8. Residency Requirement: A minimum of fifty (50%) percent of the total credits 

required for the completion of the graduate degree or post-baccalaureate certificate 

or credential must be earned at Aurora University. Individual programs 

may establish more extensive residency requirements, including requirements 

that specific coursework be completed at Aurora University, by action of the 

program faculty with approval of the graduate program director and dean. 

Graduation Policies and Procedures 

A. Application for Graduation Status 

1. Each candidate must file an Application for Graduation Status with the 

Office of the Registrar. This application is sent to students who have a total 

of 12 semester hours at the graduate level toward a degree at the end of the 

Fall Semester. Receipt of this application does not in any way mean that we 

expect or guarantee your graduation that year. It is simply a notification to 

“possible” graduates in the broadest sense of the word. 

2. Applications are issued on or about November 1 and must be returned by 

the deadline indicated on the application together with the filing fee 

attached. Applications not received or postmarked on or before the established 

deadline must be accompanied by a late-filing fee. Filing fees and 

late fees are specified on the application. 

3. No applications will be accepted after February 15 for spring and summer 

graduation. 

B. Summer Graduates 

1. Those students who return the Application for Graduation Status indicating 

that they will complete all degree requirements by August 31 will be 

mailed the Supplemental Summer Graduation Petition by early April. This


petition must be completed and returned to the Office of the Registrar no 

later than April 20. 

2. No summer program encompassing more than 9 semester hours of credit 

will be approved. No Summer registration at Aurora University, elsewhere 

or in concurrent registration, that totals more than 6 semester hours will be 

approved without overload clearance from the Registrar. 

C. Fall Candidates for Graduation 

Those students who return the Application for Graduation Status indicating 

that they will complete all degree requirements on or before the last day 

of the Fall Semester may elect to participate in the commencement ceremony 

at the end of the Spring Semester or elect to have their diploma mailed to 

them approximately six weeks following the end of the semester. 

D. Transcripts, Incompletes, Deferred Grades 

All candidates for graduation must have all transcripts from other institutions, 

life and vocational experience credit, removal of temporary grades 

(incompletes or deferred grades) submitted to the Registrar by the fifth week 

of the term prior to the end of the term in which he/she plans to graduate. 

The exception will be for Summer candidates for graduation. Official transcripts 

must be received by Aurora University on or before the last day of the 

term in which he/she plans to graduate. Failure to receive these transcripts by 

that date will mean that graduation status will be cancelled, even though 

he/she may have already participated in the ceremony. 

E. Completion of Degree Requirements 

As is always the case throughout the year, whenever degree requirements 

are completed, the student’s official transcript (which is the official document; 

the printed diploma is unofficial) will indicate the term (month/year) that 

requirements were met, and the degree to be awarded. Not having the printed 

diploma does not prevent the student from entering graduate school, seeking 

certification or applying for a job. 

F. Participation in Commencement Ceremonies 

Students must comply with all of the above regulations in order to receive 

a printed diploma approximately six weeks following the last day of the semester 

in which degree requirements are completed and to participate in the 

spring commencement ceremonies. Students planning to graduate in Spring 

should give special attention to their progress in Spring semester courses. 

About two to three weeks before the end of the Spring semester, instructors will 

be asked to turn in to the Office of the Registrar graduating student grades. 

While this may not be the final grade received in the course, it is the grade 

which will determine participation in the commencement ceremony. It is the 

student’s responsibility to have demonstrated to the instructor (by work completed 

and turned in and not simply by promises of good faith) by this date in 

the ninth week of the semester that he/she can earn a “C” or above in the 

course. If this is not the case, the Registrar will be notified that the student is 

in danger of not completing degree requirements and could be removed from 

the graduation list. Students will be contacted at the address and telephone


number listed in Section A of the Application for Graduation Status. It is the 

student’s responsibility to notify the Office of the Registrar if the information 

changes. Candidates for spring graduation who face academic difficulty will 

be asked to file a contingency plan for making up the work during Summer, 

and if approved, they will be moved to the Summer graduation list. 

Summer graduates in academic difficulty may be removed from the Summer 

graduation list. It is important to note that the University reserves the 

right to remove Spring and Summer graduates from participation in the ceremony 

even if a “C” or above was submitted as a graduating student grade, if 

academic performance in the last two weeks of the term so dictates. 

It should further be noted that it is the responsibility of the student to make 

satisfactory arrangements with the Office of Student Accounts for all outstanding 

debts prior to the commencement ceremony. Those students who 

have not completed such arrangements to the satisfaction of the Office of Student 

Accounts will be allowed to participate in the ceremony, but they will not 

be mailed a printed diploma. Official transcripts will also be held. 

G. Graduating in Absentia 

Participation in the commencement ceremony is voluntary (although we 

do need to know your decision beforehand for planning purposes). Those 

who choose not to participate in person will graduate in absentia. 

H. Receiving Diplomas 

Diplomas are mailed approximately six weeks following the last day of the 

term in which degree requirements are completed. Students must, in order to 

receive a diploma: (1) apply for graduation as noted above; (2) complete all 

degree requirements satisfactorily; and (3) be current in all financial obligations 

to the University. 

Transcript Regulations 

1. Official transcripts bearing the signature of the Registrar and seal of the University 

for purposes of transfer of credit, certification or employment reference 

are issued only by direct mail to educational institutions, certification 

agents and employers. Students may supply application forms or other supportive 

documents to be enclosed with official transcripts. 

2. All official transcripts which are placed into a student’s hands, are stamped 

“Issued to student.” 

3. A student’s academic record is considered confidential. Therefore, transcripts 

will be issued only at the written and signed request of an individual student, 

or appropriate institutions or officials. 

4. Each transcript is issued as a complete and accurate copy of the student’s academic 

record as of the date of issue. It contains a record of all work attempted 

at Aurora University, together with a notation as to final grades earned, or 

withdraw status achieved, in each course. It shows total number of credits 

accepted in transfer from other colleges or universities. High school credits 

and test scores are not transmitted. Grade point averages are computed and 

reported with appropriate explanation as to the means of calculation.


5. Aurora University has no authority to copy or release transcripts furnished to 

it from other institutions for admission or evaluation of credit. Transcripts 

from other institutions or testing agencies must always be obtained from the 

issuing institution or agency. 

6. Transcripts will be withheld until the student’s financial record with the University 

is cleared. Until such time as this occurs, transcripts will only be issued 

to potential employers. 

7. Academic dismissal is reported on all transcripts. 

8. Disciplinary dismissal is documented in the Office of the Registrar for five 

years, but is NOT reported on transcripts. 

Course Code System 

1. Department/program is to be represented by three letters (e.g., EDU = Education, 

SWK = Social Work). Letter codes are assigned by the Registrar in consultation 

with the appropriate jurisdictional dean. 

2. Course number is to be composed of three digits, with course number ranges 

to indicate level: 

0010-0990 = pre-college or remedial level (additive credit) 

1000-1990 = “freshman” course, generally without prerequisites, although 

may be part of a freshman sequence 

2000-2990 = “sophomore” course, may have prerequisites, would not usually 

be recommended for a beginning freshman except in the 

case of honors students 

3000-3990 = upper-division, usually would have prerequisites, normally part 

of a major or minor sequence, or, if a general education 

course, would be for a student with more than a perfunctory 

interest in the field 

4000-4990 = advanced undergraduate, “senior” course, normally part of a 

major 

5000-5990 = graduate course that may be open to advanced undergraduates 

as well 

6000 = graduate course, open only to graduate students 

7000-8000 = doctoral course, open only to doctoral students 

Numerical suffixes are used for section numbers. 

EXAMPLES: EDU5200-01 History and Philosophy of Education – 3 semester 

hours 

SWK6040-01 Social Work and Spirituality – 2 semester hours 

Student Classification and Definition 

Each student who registers for a course at Aurora University will be classified. 

Classification will be made at the time of entry to the University and reclassification 

will be made each successive Fall Semester only, or if a student shifts from a 

non-degree classification to a degree or certificate classification. 

G1 

First-year graduate student (less than 18 semester 

hours)


G2 

Second-year graduate student (18 or more semester 

hours) 

G3 

First-year doctoral student 

G4 

Second-year doctoral student 

PU Post Undergraduate With bachelor’s degree seeking second degree or 

certificate 

PG Post Graduate With master’s or doctoral degree seeking second 

degree or certificate 

GA Student-at-Large Not admitted and not seeking degree (may earn 

no more than 6 semester hours) 

AU Auditor 

Not admitted and taking courses without credit 

PR Provisional Attending classes but admission procedures 

incomplete 

Cross-Listed Undergraduate/Graduate Courses 

Courses with numbers in the 5000 series are offered both as advanced undergraduate 

and beginning graduate courses. Graduate or undergraduate credit is 

awarded based on whether the student is admitted to the University as a graduate 

or undergraduate student. Any exceptions require the written approval of the 

appropriate graduate program director or dean; this approval must be presented 

by the student at the time of registration in order for the student to be registered 

for credit differing from admission status. Courses with numbers in the 6000 series 

or above are open to graduate students only. 

Special Educational Experiences and Credit 

A. Independent Study, Honors Reading and Honors Research 

1. The purpose of an independent study, honors reading or honors research 

is to allow the competent and prepared student to pursue study of a topic 

of special interest or need in depth and to develop the student’s ability to 

work on his/her own by pursuing a reading/research project to successful 

completion. 

2. Prior to registration, students must file the independent study/honors reading/honors 

research petition. This petition requires the signature/approval 

of the instructor, graduate program chair and academic dean. Regular 

tuition is charged. 

3. In most cases independent study, honors reading or honors research should 

be within the field of the student’s graduate program and should be something 

which cannot be pursued through established courses. These are pursued 

on-campus under the direct supervision of an Aurora University 

faculty member. 

4. While most independent studies last one full semester, occasionally they 

will run over several semesters or less than one semester. Independent studies 

should be registered for along with other classes. After the first week of 

classes, the Registrar must approve registration for independent studies on 

a case-by-case basis in consultation with the instructor and the academic 

dean.


B. Course by Special Arrangement 

This is a course that is part of the approved curriculum program but is 

being offered to a student during a semester when it is not scheduled. It should 

be employed only in cases of extreme scheduling conflict when no substitution 

is appropriate. Prior to registration, students must file the course by special 

arrangement petition. This petition requires the signature/approval of the 

instructor, graduate program chair and academic dean. An additional $110 

per semester hour fee is assessed in addition to regular tuition. 

C. Directed Study 

This is a course in which a student or students is/are studying on campus 

under the close supervision of an Aurora University faculty member. This is not 

“field experience,” does not cover material in the regular curriculum, and is 

not as research- and/or independently oriented in its instructional methodology 

as an independent study. Students should file the directed study petition 

prior to registration. This petition must be signed/approved by the 

instructor, graduate program chair, and academic dean. Regular tuition is 

charged. 

D. Internships and Practica 

Aurora University recognizes the validity of field experiences and experiential 

learning conducted under the control of the faculty and encourages the 

integration of such learning into the University’s academic programs where 

appropriate. Refer to specific graduate programs regarding internships and 

practica. Graduate programs are responsible for the oversight and supervision 

of their respective internships and practica. 

a. Grading systems for practica are determined by the program faculty. Completion 

requirements and evaluation methods must support the grading 

system chosen for a practicum. 

b. Site requirements are the responsibility of the graduate program. Students 

must meet all eligibility requirements imposed by the site at which the student 

seeks placement, including but not limited to prior completion of specific 

coursework, background/security checks, citizenship/residency 

requirements, health and fitness, insurance coverage, prior work experience, 

and demonstrated competence in specific skills. 

c. Registration: Students register for practica as part of the normal registration 

process for other coursework. Controlling programs are responsible for 

handling pre-practicum application procedures, if any. The signature of a 

program advisor or designee on the student’s registration form or change 

of course petition is required for registration. 

d. Monitoring and reporting requirements: Programs incorporating practica 

in their offerings are responsible for establishing faculty committees or 

other mechanisms that may be required to meet internal or external monitoring, 

screening, certification, or reporting requirements. 

e. Students pay normal tuition for internships and placements. Students are 

responsible for other expenses associated with placements (e.g., travel, texts 

or reference materials, special clothing, insurance required by the site, 

etc.).



Catalog course descriptions are included in published catalogs. Descriptions 

of independent studies, directed studies, honors research and internships are 

contained in the petition by which the learning experience was approved. 

Descriptions and outlines of selected topics courses are provided by the sponsoring 

department at the time the course is submitted to the Registrar; copies are permanently 

filed by the Registrar and copies of those selected topics offered in a 

given term are on file for reference in the Office of Academic Advising. Descriptions 

of courses by special arrangement do not differ from published catalog 

descriptions.


STUDENT LIFE 

Student Life Services 

Aurora University provides many services, facilities, and programs for its graduate 

students. For detailed information, consult the “A-Book,” an online manual 

provided for students by the Office of Student Life. 

Food Service on Campus: Graduate students are welcome to eat in the Student 

Dining Hall in Alumni Hall either by paying a flat per-meal rate at the door, 

or purchasing a commuter meal plan through Sodexo Food Services. The University 

Commons, commonly referred to as The Spot, is located in the lower level 

of Stephens Hall and serves hot and cold fast food. The Spot is also available as a 

social gathering place and study area. “Grab-and-go” food and beverage service is 

also available at LaCarte in Dunham Hall. 

Campus Safety: The safety and security needs of the Aurora University campus 

are addressed by the Office of Campus Public Safety. Through established relationships 

with local police and fire departments, the resources of these organizations 

are available to our campus community for safety preparedness as well as 

in response to emergency situations. Led by experienced professionals who are 

University employees, the office provides a variety of services from parking management 

and enforcement, to distribution of safety information, safety training 

and 24/7 visibility on campus. 

Office of Emergency Preparedness: The mission of the Aurora University 

Office of Emergency Preparedness is to lessen the effects of disaster on the lives 

and property of the students, employees and visitors of AU through planning, 

coordination, and support of emergency management preparation 

In July of 2008 President Bush signed the Higher Education Act. In August of 

2008, Illinois Governor Blagojevich signed the Campus Safety Enhancement Act, 

which mandates colleges and universities to enhance the safety and security of students, 

faculty, and staff by implementing a Campus Emergency Operation Plan. 

Through the Office of Emergency Preparedness, Aurora University continues to 

update its plan to make the changes necessary to protect the safety of our campus. 

Wackerlin Center for Faith and Action: The Aurora University Wackerlin Center 

for Faith and Action was founded to sustain multi-faith understanding and 

action. It focuses on curriculum, university and community service, and academic 

and scholarly activities. The center is dedicated to discovering and deepening 

connections between faith and daily life, advocating and working for justice, and 

promoting human dignity for all people. 

Campus Ministries: Campus ministries at Aurora University are coordinated 

through the Wackerlin Center for Faith and Action and are intended to complement 

its programming. Student organizations that are reflective of campus ministry 

concerns include the Fellowship of Christian Athletes (FCA) and Values 

Council. Various University personnel as well as area pastors are involved in offering 

spiritual guidance and opportunities for meaningful activities such as worship, 

Bible studies, and discussions.


Counseling Center: The Counseling Center helps students work through the 

common social and personal problems associated with orientation to college life. 

Contact the Counseling Center for information on services available free of 

charge to students, including referral information to services in the community. 

Career Services Office: The center offers a variety of workshops, seminars and 

individual services to assist students in identifying their career goals and working 

toward them in an organized and effective way. Assistance in organizing a job 

search, writing resumes and sharpening interviewing skills is also available. Career 

fairs are offered both on campus and throughout Illinois in connection with the 

Illinois Small College Placement Association. The services of the center are available 

free of charge to all Aurora University undergraduate and graduate students 

and alumni. 

Center for Teaching & Learning: The Center for Teaching & Learning provides 

professional tutoring across the curriculum, especially in mathematics, writing 

and study skills. Peer tutors and peer-led review sessions are also available for 

specific courses. The staff offers workshops on writing in support of writing intensive 

courses and offers review sessions for the Illinois Basic Skills Test for teachers 

and social workers. The Center for Teaching & Learning is the office for students 

with disabilities. It also proctors examinations. Services are free to all Aurora University 

students—undergraduate or graduate. The Center is open six days a week 

and has evening hours. 

Student Clubs and Organizations: More than 50 student clubs and organizations 

are established at Aurora University. Both undergraduate and graduate students, 

whether resident or commuting, are eligible to organize a student group 

and apply for recognition and funding. 

Wellness Center: The center is located in Jenks Hall, where a licensed registered 

nurse is available on campus weekdays for assessment and treatment, consultation 

and referral, and immunization compliance guidelines. The director of 

the center provides wellness programming on campus as well. 

Statement of Americans with Disabilities Act (ADA): Aurora University is committed 

to making reasonable accommodation and to providing accessibility to its 

programs, activities, and employment for all persons defined as having documented 

disabilities based on the Americans with Disabilities Act of 1990. 

Policy for Students with Learning Disabilities 

Aurora University will provide reasonable accommodations for students with 

a diagnosed and verified learning disability, physical disability or psychological 

disability. In order to be entitled to such accommodations, the student must present 

a diagnostic report that is acceptable to the University. A diagnostic report 

indicating a learning disability must be prepared by a qualified psycho-educational 

practitioner and be based on standardized, reliable and valid testing instruments. 

The report must include testing of intellectual ability and achievement, a 

specific diagnosis, and recommended accommodations based on the diagnosis. 

Students with physical or psychological disabilities will need documentation from 

an appropriate medical or psychiatric practitioner, indicating diagnosis, impact of 

the disability and/or treatment plan on major life activities, expected duration of 

the condition and/or treatment and recommendations for accommodations. 

Documentation for students with disabilities must be recent, having been pre-


pared within the past three years. Documentation for students with psychological 

disabilities should have been prepared within the past six months. 

Statement for Students with Disabilities 

Individuals who have any situation/condition, either permanent or temporary, 

which might affect their ability to perform in class or access class materials 

are encouraged to inform the instructor at the beginning of the semester. Adaptations 

of teaching methods, class materials or testing may be made as needed to 

provide equitable participation. 

Definition 

A learning disability may exist in the presence of average-to-superior intelligence 

and adequate sensory and motor systems. The marked discrepancy between 

intellectual capacity and achievement is what characterizes a learning disability. 

Many learning disabled students have high intellectual ability and creative talent, 

the development of which benefits society as much as the well being of these individuals. 

Although the majority of learning disabled students can be characterized 

as having difficulty with reading, writing skills and math skills, the degree and 

scope of these difficulties vary. For these reasons, academic adjustments must be 

made on an individual basis. 

A learning disability is any of a diverse group of conditions that cause significant 

difficulties in perception, either auditory, visual, and/or spatial. Of presumed 

neurological origin, it covers disorders that impair such functions as reading 

(dyslexia), writing (dysgraphia), and mathematical calculation (dyscalculia), aural 

receptive dysphasia, sequential memory, and minimal brain dysfunction. Learning 

disabilities, even of the same type, will vary widely between and among students. 

Learning disabilities are defined as a “handicapping condition” under 

Section 504 of the Federal Rehabilitation Act of 1973 and as a permanent life 

condition under the Americans with Disabilities Act of 1990. The act required 

post-secondary educational institutions to make “reasonable adjustments” for such 

students with disabilities in order for them to fulfill academic requirements. 

Identification Procedures 

Students with disabilities who are seeking accommodations must identify themselves 

to the University by contacting the Center for Teaching & Learning. If a 

request for accommodation comes to the Office of Admission, staff will correspond 

with the student or parent indicating the need to provide a diagnostic 

report to the Center for Teaching & Learning. A student’s disability will in no way 

impact the decision of the University to admit or decline an applicant. When a student 

approaches the Center for Teaching & Learning, staff will outline the policy 

and the need for a verifiable diagnosis. If a student does not have appropriate 

documentation of a learning disability, the Center for Teaching & Learning staff 

will offer assistance to the student in locating qualified individuals in the 

Chicagoland area who can provide a psycho-educational evaluation. 

Institutional Review and Reasonable Accommodations 

Upon receipt of the diagnostic report, the Center for Teaching & Learning 

staff will confirm that the report is competent and reliable and that it identifies a 

bona fide disability. If a diagnosis of a learning disability is not confirmed, the Center 

for Teaching & Learning will inform the student and refer the student to other 

appropriate courses of help. If the diagnostic report is confirmed, the Center for


Teaching & Learning will provide the student with documentation which indicates 

that the student has been recognized as having a disability. This documentation 

also indicates what reasonable accommodations might be appropriate for 

the student to receive. The Center for Teaching & Learning staff will not share 

specific information on a student’s disability with faculty members unless 

requested to do so by the student. 

A “reasonable accommodation” is any accommodation offered by a faculty 

member, department or the University which enables a student to participate 

equitably in a class and access course materials without fundamentally altering 

the service being provided. Reasonable accommodations may include testing 

accommodations (e.g., additional time, quiet environment, readers and scribes), 

classroom accommodations (e.g., changes to the physical environment of a classroom, 

adjustments in how materials are presented in class), providing course 

materials in an accessible form (e.g., readings on cassette or disk, note takers), or 

access to assistive technology (e.g., use of on-campus computers with adaptive 

software). The Center for Teaching & Learning staff initially determines what 

would be reasonable accommodations, taking note of the preferences of the student 

requesting accommodations. The student then may request those accommodations 

from a faculty member by presenting to the faculty member the 

documentation provided by the Center for Teaching & Learning. In considering 

requested accommodations, the faculty member may instead choose to suggest 

other appropriate accommodations. The faculty member and student are encouraged 

to consult the Center for Teaching & Learning in this event. It is ultimately 

the decision of the faculty member whether to implement the determination of 

the Center for Teaching & Learning; however, the faculty member shall adhere 

to the above-stated policy and to all applicable laws in making that decision. 

Confidentiality 

Any documentation concerning a disability provided by a student to the Center 

for Teaching & Learning is confidential. The faculty and staff of the University 

will not have access to these materials unless a student specifically requests 

that an individual be allowed to view these documents or share in this information. 

In the event that a student were to challenge a determination made by the 

Center for Teaching & Learning, it would, of course, be necessary for the appropriate 

University officials to access these materials in order to review the Center 

for Teaching & Learning’s determination. 

Student Responsibility 

It is understood that it may be necessary for a learning disabled student to put 

in extra work, use a tutor, and/or seek special help outside of class. The student 

has a responsibility to fulfill his/her part by continuing extra help as recommended 

for his/her particular condition. If a student requires specialized services 

beyond what is normally provided by the University, payment for these services is 

the student’s responsibility. 

Grievance Procedure 

Any student who desires to challenge the accommodations made in his or her 

case should follow the procedures outlined: 

Informal Review: The dean of the college in which the student is majoring will 

review the student’s complaint and take appropriate action if necessary.


Formal Review: If the informal review does not resolve the issue, the student 

may request a formal review. The Provost of the University will ask the Faculty 

Senate to appoint a three-person committee to investigate and make a recommendation 

for his or her decision on the matter. 

Financial Aid Rights and Responsibilities 

Graduate 

• Students have the right to know the criteria used to determine their financial 

need and the aid they have been awarded. Students also have the right 

to decline any or all of the awarded aid. 

• No Federal or state aid will be awarded to a student who owes a refund or 

repayment on a Federal Pell Grant, Supplemental Educational Opportunity 

Grant (SEOG) or who is in DEFAULT on a Federal Stafford Student 

Loan or Perkins Loan. 

• All financial aid received in excess of the need and/or cost of attendance 

MUST BE REPAID. 

Students must re-apply for financial aid every year. The Fall semester priority 

date for filing the FAFSA is April 15. Students completing their financial aid file 

after July 1 may incur late fees and/or penalties. The priority date for Spring semester 

is December 1. Students filing after these dates may experience some delays. 

If a student has been selected for verification through the Federal process, 

he/she must submit certain documents to the Office of Admission and Financial 

Aid. Verification must be completed before any financial aid, including loans, is 

credited to his/her account. Please note: The verification process takes longer 

if FAFSA corrections are required. 

Students MUST be enrolled at least half-time and maintaining Satisfactory 

Academic Progress (SAP) in order to receive Federal, state and institutional student 

aid. For additional information, refer to the “Definitions of Enrollment” and 

to the “SAP” information provided below and on AU’s Web site. 

Definitions of Enrollment 

Graduate/Doctoral 

Full-Time = 9 or more semester hours/semester 

Half-Time = 4-8 semester hours/semester 

Financial aid received in addition to that listed on a student’s award offer, 

including tuition reimbursement, must be reported to a financial aid counselor. 

If a student is borrowing a Federal Stafford Student Loan for the first time, 

he/she must complete an ENTRANCE interview. He/she must also complete an 

EXIT interview, as a Federal Stafford student loan borrower, prior to graduation 

or upon leaving the University. Diplomas and/or academic transcripts could be 

withheld if this exit interview is not completed. 

Gift assistance will not exceed the cost of tuition. 

The student is responsible for reporting to a financial aid counselor any change 

in status, including enrollment, living arrangements, and/or academic level. Any 

change in these items may require an adjustment to the student’s financial aid.


A Student Authorization Form must be completed. This form gives the Office 

of Student Accounts permission to pay allowable charges with Federal financial 

aid and authorizes excess funds, if applicable, to remain or not remain on your 

account. If you authorize a refund of excess funds, they will not be available until 

all financial aid and allowable charges have been applied to your account. If you 

receive a refund of credit and then have a reduction in other financial aid, you 

are responsible for paying all outstanding charges. This also applies if additional 

charges are incurred. Loan disbursements typically begin two weeks after the 

start of the term. You will be notified by the Office of Student Accounts through 

your AU e-mail account as to when your disbursement arrives and when your 

refund will be available. 

Return of Federal Funds Policy — A student who receives Federal financial 

assistance and withdraws from all classes up through the 60% point in a period 

of enrollment, may no longer be eligible for the full amount of Federal aid that 

was originally awarded. This Federal calculation must also be done if a student 

receives all “F‘s“ (a 0.0 semester GPA) if the “F‘s“ are due to lack of attendance. 

A percentage is used to determine the amount of Federal funds the student has 

earned at the time of withdrawal. Any unearned funds must be returned by the 

school and/or student. Further details regarding the Federal returns calculation 

are available in the Office of Admission and Financial Aid. 

AU Refund Policy First week of classes – 100% refund 

Second week of classes – 90% refund 

Third week of classes – 50% refund 

Refer to the Billing Information form, the Withdrawal and Refund Policies 

Section. Contact the Office of Residence Life for room and board refund policy. 

The board charge is refunded on a pro-rated basis. Withdrawing from courses 

may reduce or eliminate financial aid based on your final enrollment. 

Summer Financial Aid is awarded separately. Applications may be picked up 

and returned to the Office of Admission and Financial Aid. If eligible, a student 

will receive an award letter outlining his/her Summer term financial aid. If a student 

is not eligible, he/she will also be notified. 

Specific Circumstance: If a student and/or student’s family experience unexpected 

circumstances throughout the year, consult a financial aid counselor 

regarding a special circumstance request. 

Falsification of information will result in cancellation of aid and referral to the 

appropriate judicial body. 

NOTE: These Rights and Responsibilities are subject to change without prior 

notice. 

Satisfactory Academic Progress Procedures for Financial Aid 

Recipients 

A student is required to maintain Satisfactory Academic Progress (SAP) in the 

course of study that he/she is pursuing, according to the standards and practices 

outlined by the Federal government for the institution.


Schools are required to monitor the SAP of students at least once each academic 

year. The following guidelines are now in effect. Aurora University reserves 

the right to review and revise this policy annually. 

1. Qualitative and Quantitative Regulations (Graduate) 

Graduate students must achieve a minimum total cumulative GPA of 3.0 

by the end of the academic year to maintain qualitative eligibility for financial 

aid the following year. 

To earn a master’s degree at Aurora University, a student must complete 

a minimum of 36 semester hours. Students may receive financial aid for up 

to 150% of the hours required to complete their program. A student must 

complete at least two-thirds (66.67%) of all courses attempted in an academic 

year to maintain quantitative eligibility for financial aid. 

2. Policy on Course Incompletes, Audits, Withdrawals, Repetitions 

Aurora University will not allow the following to be considered as credits 

successfully completed: 

“NCR” - No Credit Courses “W” - Withdrawal 

“I” - Incomplete Courses 

“AU” - Audit 

“F” - Failure 

“X” - Deferred Grade 

“WF” - Withdrawal Failing due to non-attendance 

Students who receive an Incomplete or Deferred Grade for a course 

while on SAP probation will be reviewed on an individual basis. Students are 

eligible to repeat courses but only the higher grade will be calculated in 

the GPA and credit toward graduation. Non-credit remedial courses are 

counted toward the minimum amount of courses required for financial aid 

eligibility. 

3. Early Warning 

The financial aid staff will monitor the student’s academic progress 

throughout the academic year. The student will receive a letter from the 

Office of Admission and Financial Aid notifying the student that he/she 

is in jeopardy of losing his/her financial aid eligibility for the following 

reasons: 

• The student’s cumulative GPA falls below a 3.0 for graduate students 

• The student does not complete at least two-thirds (66.67%) of the 

courses attempted 

During this jeopardy (warning) status, financial aid eligibility may be 

continued; however, a student who does not remove his/her warning status 

by the end of the academic year will lose his/her financial aid, including 

grants and/or scholarships. Unless a student successfully appeals this determination, 

he/she shall be ineligible for financial aid. 

4. Appeal Process 

If a student does not meet the qualitative and/or quantitative requirements 

and loses financial aid, he/she may appeal in writing by completing 

and submitting the provided form to the Appeals Committee within ten 

business days of the notification. The appeal process takes into consideration 

special circumstances.


The Appeals Committee will meet to review the appeal and will be 

responsible for the final decision regarding financial aid funding for the 

next academic year. The student will be notified in writing of the committee’s 

decision. All specifications for continued academic achievement will 

be included in the letter and will be monitored on a term-by-term basis to 

determine financial aid eligibility. 

Family Educational Rights and Privacy Act of 1974 as Amended 

A Federal statute, The Family Educational Rights and Privacy Act (FERPA) of 

1974 took effect on November 19, 1974. Specifically, this statute governs (1) student 

access to records maintained by educational institutions, and (2) release of 

such records. 

1. Under the first heading, student access to records, the law requires all educational 

institutions to allow attending students and former students access 

to their personal records. 

a. At Aurora University, the records of attending graduate students include 

the general file in the academic departments, the permanent academic 

record in the Office of the Registrar, financial records in the Office of 

Student Accounts, the financial aid files in the Office of Admission and 

Financial Aid, and where appropriate, the files in the College of Education, 

and Career Services. 

b. The files of former students are found in the Office of Alumni Relations, 

Office of the Registrar, and, where appropriate, in the College of Education 

and Career Services. 

c. Specifically exempt from viewing by the student are the financial records 

of students’ parents and the confidential recommendations and statements 

written for and placed in the file prior to January 1, 1975. A student 

may or may not sign a waiver of his/her right to access to 

recommendations and statements written for and about him/her after 

January 1, 1975. 

d. Copies of student records will be furnished upon written request of the 

student. Official transcripts of a student’s college academic record are 

available. Student credentials maintained by the College of Education 

are also available. The first set of five credential mailings are free of 

charge; subsequent mailings are $2.00 per request. Other student 

records for which copies are requested will be issued at a charge of $.25 

per page with a minimum charge of $2.00. 

2. The law requires educational institutions to provide hearings for students 

to challenge any record that they consider inaccurate or misleading. Aurora 

University, in complying with this law, has established the following procedures 

for implementing it. 

a. A student must present a written request to see the contents of his/her 

files to the appropriate office. An appointment will then be made for 

him/her to read his/her file in the presence of a member of the University 

staff. Identification will be required at the time of the appointment. 

A student may read the contents of these files, but may not remove 

or destroy any of the contents.


b. A University judicial board hearing may be requested by a student for 

the purpose of challenging any record he/she considers inaccurate or 

misleading, under the terms of General Campus Regulation Number 

16. The decision of University judicial board will be appropriately implemented 

in all such cases. If the decision is not to amend the record, the 

student will be allowed to place a written comment or explanation in 

his/her file. If the contested portion of the file is disclosed to anybody, 

the student’s statement will also be disclosed. 

3. Under the second heading, the release of student records, the law requires 

prior written consent of the student before releasing personally identifiable 

data about him/her from the records to other than a specified list of 

exceptions that includes school officials, officials of other schools in which 

a student seeks to enroll, parents of “income tax dependent” students, 

appropriate government officials, accrediting organizations, in response to 

a legal subpoena and to certain others if the knowledge of such information 

is necessary to protect the health or safety of the student or other persons. 

a. Excepted from this requirement is “directory information,” including 

the student’s name, address, telephone number, e-mail address, date 

and place of birth, major field of study, participation in officially recognized 

activities and sports, weight and height of members of athletic 

teams, dates of attendance, current registration, degrees, honors, and 

awards received, photographs, and the most recent previous educational 

institution attended by the student. 

b. Such information may be made public once the institution gives notice 

of the categories of information that it has designated as such “directory 

information” and allows a reasonable period of time after such notice 

has been given for a student to inform the institution that some or all of 

the information designated should not be released without his/her prior 

written consent. This announcement constitutes such public notice. 

c. A chart showing which school personnel have access to various records 

may be found and inspected in any office containing student records.

48 Aurora University

THE COLLEGE OF 

ARTS AND SCIENCES


Master of Science in 

Mathematics 

The Master of Science in Mathematics with an emphasis in mathematics education 

program provides mathematics teachers with advanced study in mathematics 

and mathematics education. The program offers teachers additional 

experience in higher-level mathematics to enhance their teaching with additional 

depth and breadth of content. At the same time, it strengthens their background 

in school mathematics curriculum, instructional practices, assessment and technology 

and research in mathematics education. 

Admission Requirements 

The general admission requirements are found in the section “Graduate 

Admission Requirements.” In addition to the requirements listed, students must 

hold a bachelor’s degree in mathematics or a bachelor’s degree in some other 

field with extensive coursework in mathematics. 

Residency Requirements 

A minimum of 30 semester hours of graduate credit must be earned at 

Aurora University in order to receive this degree. A maximum of 6 semester hours 

of graduate credit may be transferred from a regionally accredited college or university 

and applied to the requirements of this degree. Any coursework submitted 

for transfer must be approved by the mathematics program faculty and the chair 

of the division. 

All graduate transfer credit from other institutions must be submitted at the 

time of acceptance into the program. Once the applicant has been accepted for 

enrollment in the program, it is expected that he/she will complete all coursework 

for the degree at Aurora University. No coursework may be transferred to 

Aurora University after enrollment. See the section “Transfer of Credit” for other 

conditions governing the transfer of credit. 

Academic Standards and Evaluation 

At the graduate level, a “C” grade indicates less than complete mastery of the 

content of a course. Only two grades of “C” are accepted at the graduate level in 

this program and they must be balanced by two grades of “A.” See the section 

“Academic Standards” for other conditions governing academic standards and 

the graduate grading system. 

Degree Requirements 

Twenty-four (24) semester hours in mathematics plus 12 semester hours in 

professional education. 

Section A: Required courses in mathematics 

24 semester hours 

MTH5100 Foundations of Higher Mathematics 3 semester hours 

MTH5200 Modern Geometries 


MTH5300 Number Theory 

3 semester hours


MTH5400 Probability and Statistics 

MTH6100 Abstract Algebra I 

MTH6200 Abstract Algebra II 

MTH6300 Advanced Calculus I 

MTH6400 Advanced Calculus II 

Section B: Required courses in education 

MTH5500 Technology in the Mathematics Classroom 

MTH5600 Assessment and Curriculum Development 

in Mathematics 

MTH5700 Mathematics Education Research I 

MTH6700 Mathematics Education Research II 












MTH5100 Foundations of Higher Mathematics 3 semester hours 

The fundamentals of advanced mathematics and an introduction to mathematical 

proofs. Topics include logic, quantifier notation, set operations, functions, relations, 

the integers, and study of rational, real, and complex numbers as fields. Various 

types of proof techniques will be studied and applied to problems from number 

theory, geometry, analytic geometry, discrete mathematics, logic, and calculus. 

Prerequisite: Open to graduate students only. 

MTH5200 Modern Geometries 3 semester hours 

A study of absolute, finite, and non-Euclidean geometries from an axiomatic viewpoint. 


MTH5300 Number Theory 3 semester hours 

Topics include the theory of mathematical induction, divisibility theory in the 

integers, prime numbers and their distribution, the theory of congruences and 

modular arithmetic, Fermat’s theorem, quadratic reciprocity, Diophantine equations, 

and number theoretic functions and their applications. 


MTH5400 Probability and Statistics 3 semester hours 

This course includes probability for discrete sample spaces, probability distributions, 

Chebyshev’s theorem, moment generating functions, continuous random 

variables, sampling distributions, point and interval estimation, theory of hypothesis 

testing, regression and correlation, and introductory analysis of variance. 


MTH5500 Technology in the Mathematics Classroom 3 semester hours 

Hands-on experiences working with current technology (scientific calculators, 

graphic calculators, computers, and computer software) for elementary, middle 

school, and secondary school mathematics. Presentation and evaluation of methods 

and strategies for employing technology as a regular part of instruction and 

assessment, including discussion of educational foundations. 

Prerequisite: Open to graduate students only.


MTH5600 Assessment and Curriculum Development in 

Mathematics 


A balanced study of theoretical research-based foundations and classroom-reformbased 

perspectives on assessment and evaluation in school mathematics. Consideration 

of alternate forms of assessment and evaluation of mathematics teaching 

and of students’ mathematical learning. Topics include assessment standards, 

scoring rubrics, performance assessment, and portfolios. Curriculum goals and 

issues are also addressed; recent developments in curriculum; learning research; 

alternate modes of presentation. 


MTH5700 Mathematics Education Research I 3 semester hours 

Investigates recent developments and relevant research in mathematics education. 

An introduction to methods of critical reading of research reports and to the 

structure and scope of mathematics education research. Reading and evaluation 

of original research; issues of validity and reliability in research; assembling components 

for the writing of research. 


MTH6100 Abstract Algebra I 3 semester hours 

Introduction to group theory. Topics include equivalence relations, groups, subgroups, 

cyclic groups, permutation groups, isomorphisms, cossets, external direct 

products, normal subgroups, factor groups, group homeomorphisms, rings, and 

integral domains. 

Prerequisite: Open to graduate students in mathematics only. 

MTH6200 Abstract Algebra II 3 semester hours 

Continuation of MTH6100. Introduction to commutative rings, with emphasis 

on polynomial rings; fields vector spaces, and algebraic extensions. 

Prerequisite: MTH6100. 

MTH6300 Advanced Calculus I 3 semester hours 

Reexamination of the calculus of functions of one variable: convergence, continuity, 

differentiation, the mean-value theorem, and the Riemann integral. 

Prerequisite: Open to graduate students in mathematics only. 

MTH6400 Advanced Calculus II 3 semester hours 

Further study of sequences and series of functions, functions of several variables, 

and an introduction to complex analysis. 


MTH6700 Mathematics Education Research II 3 semester hours 

Students will determine a problem and investigate the problem as a research project. 

The project must deal with a problem in mathematics education and may be 

local or national in scope. 

Prerequisite: MTH5700.


Faculty in Master of Science in 

Mathematics Program 

Geoffrey Apel 

Lora de Lacey 

Saib Othman 

Ariel Ramirez


Master of Arts in Teacher 

Leadership In Mathematics 

(M.A.T.L.) 

FOR MIDDLE AND HIGH SCHOOL TEACHERS 

This is a unique program designed for mathematics teachers in middle and 

high school or who wish to teach mathematics at that level. The program has two 

parts. The first part is mathematics content focused on deepening the participants’ 

understanding of mathematical concepts and the connections among the 

various mathematics branches so they are understood as a coherent whole at levels 

K-16. The content courses are designed to increase the participants’ comfort 

with higher-level mathematics to enhance their teaching with additional depth 

and breadth of content. The second part emphasizes teacher leadership in which 

teachers are trained to become leaders and advocates for mathematics and science 

education in their own school and district. The courses in the program present 

the content and pedagogy in a parallel manner and connect the two 

throughout the program. 

General program goals are to: 

• Establish teacher leaders in mathematics and mathematics education in 

order to be able to lead the effort to improve teaching and learning of 

mathematics in the teacher’s own school and district. 

• Deepen teachers’ understanding of mathematics content knowledge by 

focusing on concepts and connections among the various mathematics 

branches so it is understood as a coherent whole at levels K-16. 

• Become reflective teachers by using action research to assess and improve 

their own teaching. 

• Improve mathematics teaching skills of participants so their students understand, 

apply and retain mathematics knowledge over time by: 

• Focusing on presenting, clarifying and writing concepts in a simple and 

precise language, and reiterating mathematical terms. 

• Focusing on teaching the skill of “explaining mathematics and science” 

by emphasizing the logical reasoning and the concepts that lead to a 

certain procedures used to solve a given problem. 

• Presenting a mathematics topic as a part of a coherent whole and link 

it to topics from previous courses and possible future courses. 

• Presenting examples that link mathematics topics to real word problems 

when possible, especially in the area of science. 

• Using technology, manipulatives, or diagrams appropriately and effectively. 

• Emphasizing strategies to increase teacher and, consequently, student 

comfort levels with problem solving. 

• Reviewing and implementing latest research in mathematics education.


Program requirements are organized into two parts: 

PART A. Teacher Leader Endorsement Requirements 

TLDR5100 Teacher Leader Roles and Attributes 

TLDR5200 Curriculum Development and Assessment 

in Mathematics and Science 

TLDR6000 Action Research for Teacher Leaders in 

Mathematics and Science 

TLDR6100 Action Research Project 

TLDR6200 Internship in Teacher Leadership 






1-2 semester hours 

PART B. Mathematics and Science Content and 

Pedagogy Requirements 


MTH5010 Numbers and Mathematical Thinking 3 semester hours 

MTH5020 Statistics, Probability and Educational 

Research 


MTH5030 Understanding and Teaching Algebra 3 semester hours 

MTH5040 Understanding and Teaching Geometry 3 semester hours 

MTH6010 Calculus Concepts, Theory, and Applications 3 semester hours 

MTH6020 Mathematical Connections 3 semester hours 

MTH6030 Mathematical Applications in Sciences, 

Life Sciences and Engineering 


MTH6040 Technology in Mathematics Classrooms 3 semester hours 

PART A. Teacher Leader Endorsement Requirements 12 semester hours 

Each program participant is expected to complete the following courses and experiences 

during the time of their enrollment in the program. The internship for 

Teacher Leaders (TLDR6100) may be completed during any semester of the second 

or third year. 

TLDR5100 Teacher Leader Roles and Attributes 3 semester hours 

This is the first course in the teacher leader strand of courses. The goal of this 

experience is to increase participants’ understanding of teacher leader roles in 

schools through a study of teacher leader attributes and behaviors. Students will 

create a personalized learning plan that demonstrates their understanding of 

teacher leadership attributes and behaviors and provides evidence of their own 

professional growth in order to be able to act as role models for others. Such evidence 

might take the form of participant- created lessons, activities, assessment 

tasks, presentations, journal articles, and/or action research into teacher leadership 

issues. 

No prerequisites. 

TLDR5200 Curriculum Development and Assessment in 



The course will focus on curriculum goals and implementation, a mix of theoretical 

research-based foundations and classroom-reform-based perspectives on 

assessment and evaluation in schools; recent developments in curriculum; learning 

research; alternate modes of presentation. 

Prerequisite: TLDR5100.





Action research is a disciplined process of inquiry conducted by and for those 

taking action. The primary reason for engaging in action research is to assist the 

teacher leader in improving and/or refining his or her actions. This course 

launches individual or group investigation of research questions with application 

to the student’s classroom through the process of action research. The course initiates 

a professional conversation among the candidates about the major issues in 

the teaching and learning of mathematics and science. The questions that emerge 

become the focus for independent inquiry to develop topics for further investigation 

in this course and in the following course action research project. 

Prerequisite: TLDR5100. 

TLDR6100 Action Research Project 2 semester hours 

This is a continuation of TLDR6000 Action Research in Teaching Mathematics 

and Science. Participants will complete their projects, submit a written report of 

their research, and present their findings to other program participants and at 

local and/or national conferences. 


TLDR6200 Internship in Teacher Leadership 1-2 semester hours 

Each candidate is expected to take part in a flexible field experience at one of the 

partner’s sites (East Aurora school district, West Aurora school district, Illinois 

Mathematics and Science Academy, Packer Engineering, Robert Crown Health 

Education Center, Aurora Science and Technology Museum, or other affiliate). 

The goal is to give each participant an opportunity to either work with a leader on 

a project or play a teacher leader role during this experience. The participants will 

be given the flexibility to choose an experience that is most beneficial to them as 

long as it is approved by the program director. It is expected that the connections 

will be developed with professionals in the field of mathematics and science. 


PART B. Mathematics and Science Content and 



MTH5010 Numbers and Mathematical Thinking 3 semester hours 

This is the first mathematics course in the program. It will review various introductory 

topics to build the participants’ foundation in mathematics. It will focus 

on further developing the participants’ mathematical thinking, conceptual understanding 

of different number systems and link that to advanced number theory 

and modern algebra concepts. The course will use problem-solving as tool to 

accomplish these goals. 


MTH5020 Statistics, Probability and Educational Research 3 semester hours 

This course is an exploratory and practical study that will deepen student understanding 

of critical concepts of statistics and probability with an emphasis on 

research in education. The course will train students to formulate research questions, 

design data collection methods, gather and represent data, verify data validity, 

perform data analysis and draw conclusion from data. 

No prerequisites.


MTH5030 Understanding and Teaching Algebra 3 semester hours 

This course will be a mixture of advanced algebra topics as well as connections to 

methods of teaching algebra. The class will develop a list of challenging algebra 

topics to teach in their own classes and then after researching best practices, students 

will present a lesson on one of these topics; a discussion of the best practices 

and biggest challenges of teaching such a topic will be discussed by the group. 

Every student in the class will be expected to present. The majority of the class will 

be devoted to the teaching of modern algebra topics such as, modular arithmetic, 

rings, polynomials, groups and fields and how these topics connect to the algebra 

that is taught in the middle and high school grades. 


MTH5040 Understanding and Teaching Geometry 3 semester hours 

The course will be a mix of advanced geometry topics as well as methods of teaching 

geometry. The class will develop a list of geometry topics that they, or departmental 

colleagues, find challenging to teach. One or more teachers will be asked 

to prepare and teach one of these topics to the class. Following the presentation, 

a discussion of the best practices and biggest challenges of teaching such a topic 

will be discussed by the group. Every teacher in the class will be expected to present. 

The majority of the class will be devoted to discussion of Euclidian and modern 

geometry topics that will deepen students’ understanding of high school 

geometry concepts. Topics such as axiomatic system, Euclidean propositions, 

Euclidean constructions, formal geometric proofs, Non-Euclidean Geometries 

(Elliptic and Hyperbolic geometries) matrices and transformation geometry will 

be included. The course will emphasize the use of geometry software such as 

Geometry Sketchpad, Geogebra, Cabri, etc. 


MTH6010 Calculus Concepts, Theory, and Applications 3 semester hours 

This course is intended to present opportunities for mathematics teacher leaders 

to expand and deepen their knowledge and understanding of calculus concepts 

and theory. The course includes examples of teaching approaches as applied to 

the teaching and learning of calculus. It will focus also on solving applications of 

calculus in other fields, especially science. 

Prerequisites: MTH5030 and MTH5040. 

MTH6020 Mathematical Connections 3 semester hours 

The course will present students with topics that relate different mathematics 

branches to each other. Analytic geometry can be used as a platform to show how 

algebra, geometry, calculus, etc. are interconnected. The course will emphasize 

problem solving as a technique to establish these connections and use mathematics 

as a tool to solve problems. 

Prerequisites: MTH5030 and MTH5040. 

MTH6030 Mathematical Applications in Sciences, Life 

Sciences and Engineering 


The course will be project/problem based. Students will be presented with a list 

of word problems and projects from the physical sciences, life sciences, space science, 

business, engineering, etc. They will analyze, research, and find the appropriate 

mathematical tools to solve these problems. 

Prerequisites: MTH6010 and MTH6020.


MTH 6040 Technology in Mathematics Classrooms 


This course will present and evaluate methods and strategies for employing technology 

as a regular part of instruction and assessment, including discussion of educational 

foundations. Hands-on experiences working with current technology 

(scientific calculators, graphing calculators, computers, and computer software) 

for elementary, middle school, and secondary school mathematics will be included. 

Prerequisites: MTH5030 and MTH5040.



Leadership In Life Science 

(M.A.T.L.) 

FOR MIDDLE AND HIGH SCHOOL TEACHERS 

This is a unique program designed for science teachers in middle and high 

school or who wish to teach science at that level. The program has two parts. The 

first part is science content focused on deepening the participants’ understanding 

of physical science, life science, and earth science. The content courses are 

designed to increase the participants’ comfort with various branches of science, 

thereby enhancing their teaching with additional depth and breadth of content. 

The second part is teacher leadership in which teachers are trained to become 

leaders and advocates for mathematics and science education in their own school 

and district. The courses in the program present the content and pedagogy in a 

parallel manner and connect the two throughout the program. 


• Establish teacher leaders in biological science education in order to be able 

to lead the effort to improve teaching and learning of biology in the 

teacher’s own school and district. 

• Deepen teachers’ understanding of biology and life science content knowledge 

by focusing on concepts and connections among the various branches 

of biological science so it is understood as a coherent whole. 



• Improve biology and life science teaching skills of graduate student participants 

so their middle school and high school students understand, apply 

and retain biology knowledge over time. 

• Understand scientific literacy, identify scientific issues, explain phenomena 

scientifically, and use scientific evidence. 

As students of this program, teacher leaders will: 

• Present, clarify and write science concepts in a simple and precise language, 

and integrate mathematical terms. 

• Focus on teaching the skill of “explaining biology, science and mathematics” 

by emphasizing the logical reasoning and the concepts that lead to certain 

procedures used to solve a given problem. 

• Present a biological science topic as a part of a coherent whole and link it 

to topics from previous courses and possible future courses. 

• Present examples that link biological science topics to real world problems 

when possible, especially including the connections of mathematics to life 

sciences. 

• Use technology, manipulatives, or diagrams appropriately and effectively.


• Emphasize strategies to increase teacher and, consequently, student comfort 

levels with problem solving. 

• Review and implement the latest research in biology education. 

• Plan and deliver effective instruction consistent with current theory, 

research and best practices in science education. 


PART A. Teacher Leadership Requirements 




TLDR5400 Mathematics and Science Classroom 

Dynamics 










PART B. Biological Science, Mathematics and Science 

Content and Pedagogy Requirements 


BIO5000 Nature of Science 3 semester hours 

BIO5400 Experiment Design and Biostatistical Analysis 3 semester hours 

BIO5500 Molecular and Cell Biology 3 semester hours 

BIO5600 Biochemistry 3 semester hours 

BIO6000 Biological Science Research 3 semester hours 

BIO6100 Organismal Biology for Science Classrooms 3 semester hours 

BIO6200 Genetics, Evolution and Ecology for Science 

Classrooms 


BIO6300 Biotechnology for Science Classrooms 3 semester hours 

PART A. Teacher Leader Endorsement Requirements 14 semester hours 

Each graduate student in the program is expected to complete the following 

teacher leader courses and experiences during the time of their enrollment. 

Internship for Teacher Leaders (TLDR6100) may be completed during any 

semester of the second or third year. 








might take the form of participant created lessons, activities, assessment 

tasks, presentations, journal articles, and/or action research into teacher leadership 

issues. 

No prerequisites.







assessment and evaluation in schools, recent developments in curriculum; learning 

research; and alternate modes of presentation. 


TLDR5400 Mathematics and Science Classroom Dynamics 3 semester hours 

In this course, students, who are already in-service teachers, will explore the 

dynamic context and needs of the mathematics and science classroom. This 

course focuses on managing the active mathematics and science classroom 

engaged in inquiry-based learning. Safety issues, learning engagement, special 

learning needs (e.g., ELL, special education, gifted, other health and cognitive 

impairments), and the community and family issues that impact the classroom 

will be addressed. Connections between classroom management, the environment, 

curriculum choices, and teaching methods will be examined. Teachers will 

investigate the processes of creating dynamic classroom learning environments 

where mathematics and science students are motivated, supported, engaged and 

responsible learners, and discover best practices through the use of motivation, 

organization, communication, and instructional strategies. 





Action research is a disciplined process of inquiry conducted by and for those taking 

action. The primary reason for engaging in action research is to assist the 





the teaching and learning of biology, mathematics and science. The questions that 

emerge become the focus for independent inquiry to develop topics for further 

investigation in this course and in the following course action research project. 


TLDR6200 Internship in Teacher Leadership 2 semester hours 

Each student is expected to participate in a flexible field experience at one of the 


Mathematics and Science Academy [IMSA], Packer Engineering, Robert Crown 

Heath Education Center, Aurora Science and Technology Museum [Sci-Tech] or 

any other affiliate). The goal is to give each student an opportunity to either work 

with a leader on a project or play a teacher leader role during this experience. The 

participants will be given the flexibility to choose an experience that is most beneficial 

to them as long as it is approved by the program director. 

Prerequisite: TLDR5100 or consent of chair. 

PART B. Biological Science and Math Content Requirements 24 semester hours 

Each graduate student in the program is expected to complete the following content 

courses during the time of his/her enrollment. Science Currency courses 

I-V are courses with significant mathematical connections, safety and technologyinclusion. 

Teacher Leadership themes are included throughout.


BIO5000 Nature of Science 3 semester hours 

This course focuses on developing an understanding of the nature of science and 

how to bring science and science inquiry into the classroom. Students will integrate 

concepts of scientific methodology and biological science. Topics include 

the nature of inquiry, science vs. non-science, science vs. technology, science and 

multiculturalism, science and gender, and a history of science. 


BIO5400 Experimental Design & Biostatistical Analysis 3 semester hours 

Principles and procedures of statistical analysis of biological data are joined with 

basic research methodology and the scientific method of inquiry for biological 

and natural science research. This course is designed to provide the student with 

the requisite background in descriptive and inferential statistics to design and 

analyze results of biological research. Topics will include measures of central tendency, 

measures of variability, probability, the normal distribution, confidence 

intervals, hypothesis testing, correlation, linear regression, analysis of variance, 

and multiway factorial design. Course includes instruction and use of statistical 

and GIS software packages and computers in the laboratory. 

Prerequisite: MTH1310 or consent of chair. 

BIO5500 Molecular and Cell Biology 3 semester hours 

Science Currency I. Students will study the biology of cells at the molecular level. 

Through lecture, discussion, and laboratory, this course integrates and applies 

concepts from several biological sciences and applies physical and mathematical 

principles related to molecular and cell biology. Topics include ultrastructure, 

biological classification, molecular genetics, cell reproduction and development, 

cell metabolism, cell signaling and communication, tissue structure, and contemporary 

laboratory methods and techniques. This course includes discussion of 

contemporary molecular and cell biology. This course emphasizes adaptation of 

theory and techniques to the secondary school science classroom. 

Prerequisites: BIO1210 or equivalent, or consent of instructor; and BIO5000. 

BIO5600 Biochemistry 


Science Currency II. This course will survey the basic concepts of modern biochemistry 

and will provide students with contemporary laboratory methods and 

techniques. Students will study the chemistry of biological molecules at the molecular 

and cellular level. Through lecture, discussion, and laboratory, this course 

emphasizes the fundamental concepts of biochemistry and their effects on life. 

Students will integrate the physical and mathematical principles related to biochemistry 

and apply them to biological science. Topics include the structure, 

properties, function, and metabolism of proteins, carbohydrates, lipids, and 

nucleic acids. Students will gain an understanding of life processes in molecular 

terms through a focus on enzymology, bioenergetics, and metabolic regulation. 

Students will make connections to real-life experiences of their middle school 

and high school students to describe how biochemical reactions control everything 

that an organism does. This course emphasizes adaptation of theory and 

techniques to the secondary school science classroom. 

Prerequisites: BIO1210 or equivalent, one year of college chemistry; or consent 

of program chair; BIO5000; and BIO5500.


BIO6000 Biological Science Research 3 semester hours 

This course integrates concepts of action research, biological science research, 

and science education. Participants will complete an action research project in a 

content/interest area. Students will submit a written report of their research and 

may present their findings to other program participants and/or at local and/or 

national conferences. 


BIO6100 Organismal Biology for Science Classrooms 3 semester hours 

Science Currency III. Students will study the relationship between structure and 

function at the organismal level, with an emphasis on the diversity of organisms. 

Through lecture, discussion and laboratory, this course integrates and applies 

concepts from several biological sciences and applies physical and mathematical 

principles related to organismal biology. Topics include morphology, reproduction, 

life cycles, identification of the protists, fungi, plants, and invertebrate and 

vertebrate animals, including the major organ systems (including integumentary, 

muscular, skeletal, nervous, the senses, endocrine, digestive, respiratory, cardiovascular 

and urogenital), immunity and reproduction. The course will also 

emphasize how the scientific method is used to gain an understanding of these 

concepts. Laboratory will involve field trips and making detailed comparisons 

among selected plants and fungi as well as invertebrate and vertebrate types 

through behavioral observation, microscopy and dissection 

Prerequisites: BIO1220 or its equivalent (ex., Biology for Majors II, Organismal 

Diversity); and BIO5500. 

BIO6200 Genetics, Evolution & Ecology for Science 

Classrooms 


Science Currency IV. This course explores genetics, evolution, and ecology at the 

molecular, organismal, population, species and ecosystem levels. Through lecture, 

discussion and laboratory, this course integrates and applies concepts from 

several biological sciences and applies physical and mathematical principles 

related to evolutionary biology. Topics include adaptation, speciation, extinction 

and the history of life. Students will examine evidence for evolution and the mechanisms 

of evolutionary change. This course emphasizes adaptation of theory and 

contemporary laboratory methods and techniques to the secondary school science 

classroom. 

Prerequisite: BIO6100. 

BIO6300 Biotechnology for Science Classrooms 3 semester hours 

Science Currency V. Students will learn and apply biotechnology theory and techniques. 

Through lecture, discussion, and laboratory, this course integrates and 

applies concepts from several biological sciences, including biochemistry, molecular 

and cell biology, microbiology, and genetics and applies physical and mathematical 

principles related to biotechnology. Topics include control of gene 

expression in prokaryotes and eukaryotes, recombinant DNA techniques, and 

applications to microbiology, agriculture, medicine, genomics, conservation, basic 

research and forensics. This course includes discussion of contemporary biotechnology, 

issues and ethics. This course emphasizes adaptation of theory and techniques 

to the science classroom 

Prerequisite: BIO5600.



Leadership in Mathematics 

and Science (M.A.T.L.) 

FOR ELEMENTARY SCHOOL TEACHERS 

This is a unique program designed for elementary school teachers who wish 

to strengthen their content knowledge in math and science. The program has 

two emphases. The first is mathematics and science content which focus on deepening 

the participants’ understanding of mathematics and science concepts and 

the connections between them. The content courses are designed to increase 

the participants’ comfort with various subjects in mathematics and science, 

thereby enhancing their teaching with additional depth and breadth of content. 

The second emphasis is teacher leadership in which teachers are trained to 

become leaders and advocates for mathematics and science education in their 

own school and district. The courses in the program present the content and 

pedagogy in a parallel manner and connect the two throughout the program. 


• Establish teacher leaders in mathematics and science in the elementary 

schools in order to be able to lead the effort to improve teaching and learning 

of mathematics and science in the teacher’s own school and district. 

• Deepen teachers’ understanding of mathematics and science content 

knowledge by focusing on concepts and connections among the various 

areas of mathematics and science so that it is understood as a coherent 

whole at levels K-16. 

• Encourage candidates to become more reflective by using action research 

to assess and improve their own teaching. 

• Improve mathematics and science teaching skills of participants so their 

students understand, apply and retain science and mathematics knowledge 

over time by having the candidates: 

• Focus on reading, presenting, clarifying and writing concepts in a simple 

and precise language, and reiterating mathematics and science 

terms. 

• Focus on the skills of “explaining mathematics and science” by emphasizing 

the logical reasoning and concepts that lead to certain procedures 

to solve problems and answer questions. 

• Present mathematics and science topics in context and link them to each 

other and to other courses. 

• Present examples from real world issues, and foster connections between 

teachers and professionals in the disciplines of mathematics and science. 

• Use technology, manipulatives and graphs appropriately and effectively.


• Use strategies that increase teacher, and consequently, student comfort 

in problem solving and inquiry-based learning. 

• Review and implement the latest research in mathematics and science 

education. 

• Plan and deliver effective instruction consistent with current theory, 

research and best practices in mathematics and science education 


Part A. Teacher Leader Endorsement Requirements 




TLDR5300 Instructional and Group Facilitation for 

Teacher Leaders 


Dynamics 











Part B. Mathematics and Science Pedagogy Requirements 18 semester hours 

NSM5000 The Language of Mathematics 3 semester hours 

NSM5100 Physical Science Foundations 3 semester hours 

NSM5200 Earth and Space Science 3 semester hours 

NSM5300 Life Science I 3 semester hours 

NSM6000 Algebraic Thinking for the Sciences 3 semester hours 

NSM6300 Life Science II 3 semester hours 

Part A. Teacher Leader Endorsement Requirements 18 semester hours 

Each graduate student in the program is expected to complete the following 

teacher leader courses and experiences during the time of their enrollment. 

Internships for teacher leaders (TLDR6100) may be completed during any semester 

of the second or third year. 








might take the form of participant created lessons, activities, assessment 

tasks, presentations, journal articles and/or action research into teacher leadership 

issues. 

No prerequisites.






research-based foundations and classroom reform-based perspectives on 

assessment and evaluation in schools. Recent developments in mathematics and 

science curriculum, learning research and alternate modes of presentation will be 

discussed. 


TLDR5300 Instructional and Group Facilitation for 

Teacher Leaders 


This course is designed to develop the andragogy and group facilitation skills of the 

participants. Coaching, mentoring, observation and successful remediation will be 

explored. Formulation of groups, facilitation of meetings and management of 

human capital to establish, monitor and achieve goals will be addressed. An emphasis 

will be placed on successful professional development leadership strategies. 




dynamic context and needs of the mathematics and science classrooms. This 






curriculum choices, and teaching methods will be examined. Teachers will 




organization, communication and instructional strategies. 


TLDR 6000 Action Research for Teacher Leaders in 



Action Research is a disciplined process of inquiry conducted by and for those taking 

action. The primary reason for engaging in action research is to assist the 





teaching mathematics and science. The questions that emerge become the focus 

for independent inquiry to develop topics for further investigation in this course 

and throughout the following courses in the program. 


TLDR6200 Internship in Teacher Leadership 3 semester hours 

Each candidate is expected to take part in a flexible field experience at one of the 


Mathematics and Science Academy, Packer Engineering, Robert Crown Health


Education Center, Aurora Science and Technology Museum, or other affiliate). 

The goal is to give each participant an opportunity to either work with a leader on 

a project or play a teacher leader role during this experience. The participants will 

be given the flexibility to choose an experience that is most beneficial to them as 

long as it is approved by the program director. It is expected that the connections 

will be developed with professionals in the field of mathematics and science. 


Part B. Mathematics and Science Content and 



NSM5000 The Language of Mathematics 3 semester hours 

This course is designed to reintroduce the elementary teacher to the problemsolving 

aspect of mathematics and to assist the student in gaining confidence with 

mathematical thinking. The elementary teacher will gain a solid foundation in 

applying, analyzing, synthesizing and evaluating mathematical arguments. Special 

emphasis will be given to: reasoning, number contemplation, patterns, proving 

ideas, disproving ideas, evaluating arguments, infinity, geometry, fractals and probability. 


NSM5100 Physical Science Foundations 3 semester hours 

This course provides the student with an understanding of the foundations of scientific 

theory and practice. It is based in the physical sciences of chemistry and 

physics and will deepen the content knowledge of elementary educators in these 

areas. Topics include science as a way of knowing, laws of motion, kinetic energy, 

statics, equilibrium and multiplying forces, states of matter, momentum, gravity, 

waves, harmonics, thermodynamics, magnetism, electricity, time, relativity, chemical 

reactions, recognition of elements, molecules, nature of matter, chemical 

bonds and an introduction to chemical equations. 


NSM5200 Earth and Space Science 3 semester hours 

This course is designed to develop students’ understanding of the methodologies 

and approaches to teaching and integrating mathematics in addition to earth and 

space science at the elementary level. The purpose is to explore, create and utilize 

a variety of earth and space science topics, making connections with mathematics 

that are appropriate to and motivating for the elementary school child. Labs will 

be included to provide concrete experiences with the topics of this course. 


NSM5300 Life Science I 3 semester hours 

This course introduces topics in the biological sciences with mathematical connections. 

It enables students to increase their proficiency in teaching elementary 

math and science by deepening their understanding of biological content. Students 

will study historical foundations of scientific theory and inquiry. Additional 

topics will include: cell theory, evolution, genetics, growth and development, the 

fossil record and the development of complex plant life. Field experiences will be 

incorporated whenever feasible. 

Prerequisite: TLDR6000.


NSM6000 Algebraic Thinking for the Sciences 3 semester hours 

This course will focus on the investigative nature of the student’s exploring, discovering, 

and performing numerical and variable relationships within an algebraic 

framework as it applies to the sciences. The topics include fractions, 

percents, decimals, variables, algebraic expressions, graphing, interpreting 

graphs, measurement, areas, volumes, rates, geometry, probability and statistics. 

The study of logical patterns found in many different forms, symbolism involving 

equations and variables, variables and their meanings and placement in generalized 

formulae, equations and inequalities used to express relationships within the 

algebraic sense will be the foundations of the course. 

Prerequisite: NSM5000. 

NSM6300 Life Science II 3 semester hours 

This course covers additional topics in the biological sciences with mathematical 

connections. Life Science II surveys the animal kingdom, including anatomy and 

physiology, nutrition, water and electrolyte balance with focus upon behavior, 

populations, ecology and biodiversity as well as human impact on the environment. 

Field experiences will be incorporated whenever feasible. 

Prerequisite: NSM5300.

THE COLLEGE OF 

EDUCATION


Building on its tradition of preparing elementary and secondary teachers, 

Aurora University established the School of Education in 1996. Continued growth 

and the addition of the Doctor of Education program led to the establishment of 

the College of Education in 2000. The College is committed to nurturing the professional 

development of educators by partnering with many organizations seeking 

to be part of the school improvement process. These relationships yield a professional 

education community…the essence of quality in teaching and learning. 

Graduate programs in the College of Education include: 

• Master of Arts in Teaching – Certification Programs (M.A.T.C.) 

• Post-baccalaureate Secondary Certification Program 

• Master of Arts in Curriculum and Instruction (M.A.C.I.) 

• Master of Arts in Educational Leadership (M.A.E.L.) 

• Master of Arts in Reading Instruction (M.A.R.I.) 

• Master of Arts in Special Education (M.A.S.E.) 

• Bilingual/ESL Endorsement Program 

• Doctor of Education (Ed.D.) 

The M.A.T.C. program is aligned with the Association of Childhood Educators 

International and with the statewide school improvement initiatives in Illinois 

and Wisconsin. The M.A.C.I., M.A.E.L., and M.A.R.I. programs are aligned 

with the statewide school improvement initiatives in Illinois and Wisconsin. The 

overarching program goal is to develop school leaders for the classroom, school 

and community who will provide direction for the schools of the future. 

The professional unit of Aurora University, under the governance of the Council 

on Certification of School Professionals, is accredited by the National Council 

for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue, 

NW, Suite 500, Washington, DC 20036; phone (202) 466-7496. This accreditation 

covers initial teacher preparation programs and advanced educator preparation 

programs. NCATE is recognized by the U.S. Department of Education and the 

Council for Higher Education Accreditation to accredit programs for the preparation 

of teachers and other professional school personnel. 

Master of Arts in Teaching with 

Certification (M.A.T.C.) 

The Master of Arts in Teaching with Certification is available for those candidates 

wishing to become elementary or middle school teachers. It is a comprehensive 

program which offers candidates the opportunity to earn both a master’s 

degree and an initial elementary certificate through the Illinois or Wisconsin State 

Board of Education. This degree program is intended for students who have 

already obtained a bachelor’s degree from a regionally accredited institution of 

higher learning. Courses generally meet in the evening, once or twice per week, 

during the academic semester. Students can begin the program in the Fall or 

Spring semester, or during Summer session. 

The current M.A.T.C. program is under review. As modifications to the program 

are made, students will be informed. Students will be held harmless in 

cases of adverse impact on their programs of study.


Admission Requirements for the M.A.T.C. Program 

Students are eligible for admission to the Master of Arts in Teaching with Certification 

program if they meet the general Aurora University requirements for 

master’s admission and have the following: 

1. Attain a baccalaureate degree from a regionally accredited institution of 

higher learning with a grade point average of 2.75 or above. The degree 

must be documented by official transcripts. Most approved baccalaureate 

degrees are acceptable toward elementary certification. 

2. Submit a completed graduate application. 

3. Submit a passing score on the Illinois Certification Testing System’s Basic 

Skills Test. 

4. Satisfy a sex offender and criminal background check. 


The College of Education Graduate Faculty Committee may accept a maximum 

of nine (9) semester hours of graduate credit from regionally accredited 

institutions of higher learning for application toward elective degree requirements. 

Transfer credit must be accepted prior to enrollment in the first course. 

Graduate faculty reserve the right to decide on the applicability of any and all 

transfer credit. 

Master of Arts in Teaching with Elementary Education 

Certification – 36 semester hours 

Students are required to complete the following core courses: 

EDU5105 Classroom Dynamics 2 semester hours 

EDU5205 The Elementary School: Foundations and 

Assessment 


EDU5265 Advanced Educational Psychology 4 semester hours 

EDU5335 Methods of Teaching Fine Arts 2 semester hours 

EDU5360 Methods of Teaching Mathematics and Science 

in the Elementary School 


EDU5455 Methods of Teaching Physical Education 2 semester hours 

EDU5480 Methods of Teaching Reading and Language 

Arts in the Elementary School 


EDU5655 Reading and Writing in the Content Area 2 semester hours 

EDU5755 Methods Practicum 1 semester hour 

EDU6755 Student Teaching Internship 12 semester hours 

The following courses are required by the Illinois State Board of Education for a 

middle school endorsement: 

EDU5370 Adolescent Development and Learning 4 semester hours 

EDU5440 Middle School: Mission and Methods 4 semester hours 

If seeking a middle school mathematics endorsement, the candidate must also 

take: 

EDU5450 Methods of Teaching Mathematics: 

Middle School 

3 semester hours


M.A.T.C. Course Descriptions 


The focus of this course is an exploration of classroom dynamics in the elementary 

classroom as they influence the learning process and creation/development 

of a productive learning environment for all learners. A variety of classroom settings 

will be observed and analyzed using video and other technology. Teacher 

candidates will analyze the behaviors of teachers and students, as well as develop 

their own classroom management belief system. Teacher candidates will investigate 

the process of creating and assessing dynamic classroom learning environments 

where students are motivated, supported, engaged and responsible 

learners. Teacher candidates will discover best practices through the use of motivation, 

organization, communication and instructional strategies, and assessment. 

Prerequisites: Acceptance into the College of Education, including passing the 

Basic Skills Test; maintaining a GPA of 3.00; passing a sex offender and criminal 

background check. 


Assessment 


This course is designed to introduce candidates to the standards and foundations 

that comprise elementary education teaching and learning in today’s public 

schools. The course also links assessment methods and models to the overview of 

standards, foundations and inclusion practices that comprise elementary education 

in America’s public schools today. 




EDU5265 Advanced Educational Psychology 4 semester hours 

This course will explore knowledge that is essential for effective teaching and 

learning and focuses on the individual’s growth, development and learning. 

Learning is the product of complex interactions among student, teacher, family 

and society. The students will explore the cognitive, physical, emotional, moral 

and social development of children from conception to age eighteen. Special 

attention will be given to the development of literacy, language, the interaction 

between growth and learning and diverse learners all in relation to the classroom 

teacher. In this course, the student will identify and explore effective classroom 

practices through current professional research; critically evaluate current trends 

in education with respect to their support in literature and their currency in educational 

discourse, and explore major theorists and theories that have provided 

the foundational grounding for current research and practice. 




EDU5335 Methods of Teaching Fine Arts 2 semester hours 

This course is designed specifically for elementary education teacher candidates. 

In this methods course, teacher candidates explore the communicative and aesthetic 

value of drama, music, and visual art education. Current trends, princi-


ples and theories that focus on artistic, interpersonal, as well as intrapersonal, 

teaching and learning modalities will be explored. Teacher candidates will gain 

an understanding for how to promote artistic development, appreciation, and 

performance through the use of various tools, including technology, for creating, 

analyzing and performing works of art. 




EDU5360 Methods of Teaching Mathematics and Science 

in the Elementary School 


This elementary methods course examines the methodologies and approaches 

to teaching and integrating mathematics and science. Teacher candidates 

explore, create and utilize a variety of instructional mathematics and science 

strategies that are developmentally appropriate and motivating for elementary 

students. Candidates engage in activities integrating both mathematics and science 

in order to facilitate the learning, the application, and the implementation 

of concepts and procedures to real-world situations. The course involves teacher 

candidates in a variety of problem-solving activities designed to develop meanings 

and properties of mathematical and scientific concepts. Teacher candidates 

create lesson plans appropriate to grade-level and content. 



background check; and EDU5105, EDU5205, and EDU5265. 


This course examines the physical, cognitive, social, emotional, ideological, sexual 

and gender roles of adolescents; racial/ethnic and vocational development of 

pre-adolescents and adolescents; and the relationship of adolescents’ development 

to learning and school achievement. Required for middle school endorsement. 





This course explores some of the key issues impacting middle schools and secondary 

schools in our society today. These issues are analyzed in an attempt to 

clarify the changing roles of the schools, teachers, and students in our increasingly 

complex multicultural society. Using current research, case studies, and class projects, 

students will discuss and analyze issues that shape educational institutions 

and current practices. Students will also explore strategies teachers can use to 

address some of these issues in their own classrooms. During the course, there 

will be opportunities for students to apply source concepts in the construction of 

an ideal middle school and to analyze different strategies for reading in the content 

areas. Required for middle school endorsement. 



background check; and EDU5105, EDU5205, and EDU5265.


EDU 5450 Methods of Teaching Mathematics: 

Middle School 


This course explores methods of teaching mathematics at the middle school level 

with emphasis on research-based curriculum models that promote and support 

mathematical understanding in adolescent students. The course includes strategies 

for adapting instruction to meet the needs of multicultural and exceptional 

students. Required for middle school endorsement in mathematics. 




EDU5455 Methods of Teaching Physical Education 2 semester hours 

This course is designed specifically for elementary education teacher candidates. 

This methods course will expose teacher candidates to physical education that 

purports a developmental approach to the successful acquisition of fundamental 

movement. Current trends, principles and theories that focus on experiential 

learning, with emphasis on kinesthetic/spatial teaching and learning activities, 

will be explored. The course offers a blend of theory and practice, as students 

engage in activities that are designed to teach movement within a holistic framework, 

including interdisciplinary teaching, the competition-cooperation link, 

body/mind challenges, multicultural, rhythmic, dance and innovative games. 




EDU5480 Methods of Teaching Reading, Language Arts 

and Social Studies in the Elementary School 4 semester hours 

This elementary methods course examines teaching reading and language arts in 

the elementary classroom with an emphasis on principles, trends, methods, materials, 

approaches and strategies. The course includes discussion of basal, literature-based, 

individualized, reading workshop, guided reading and language 

experience-based methods. Teacher candidates design and assess instruction to 

meet the Association of Childhood Educators International as well as the Illinois 

Learning Standards in the areas of reading and English language arts for elementary 

students. Candidates develop reading and language arts lessons designed 

to meet the needs of children from various cultural and experiential backgrounds. 




EDU5655 Reading and Writing in the Content Areas 2 semester hours 

Teacher candidates will develop an understanding of teaching reading and writing 

in the content areas in the elementary classroom with an emphasis on comprehensive 

literacy. Teacher candidates will review and analyze historical and 

current principles, trends and research that focus on reading integration methods, 

approaches and strategies. Various dimensions of comprehensive literacy, 

including meta-cognition, learner-centered study skills and technology literacy 

will be explored and studied. Based on constructivist theories of literacy development, 

the course presents methodology and instructional materials designed 

to help teachers develop comprehensive literacy in the content areas.




background check; and EDU5105, EDU5205, EDU5265. 


This course is an elementary field experience in grades K-9 taken concurrently 

with one of the elementary methods courses (EDU5360 or EDU5480) in the program. 

Teacher candidates schedule a minimum of 50 contact hours spread over 

the 16-week semester in a pre-assigned K-8 classroom and are responsible for 

observing, planning, teaching and evaluating the assigned group of students. 

Teacher candidates design and deliver small- and large-groups lessons, evaluate 

and use teaching resources and curriculum materials, utilize classroom technology, 

create and use assessment instruments, reflect upon their experiences 

through journaling and collaborate with practicing teachers, the college professor, 

University supervisor, peers and elementary learners. 

Co-requisites: EDU5360 or EDU5480. 




EDU6750 Student Teaching Seminar 

(Concurrent with EDU6755 Student Teaching Internship) 

This seminar meets in conjunction with student teaching and is required for all 

elementary and secondary education majors. In this course, candidates complete 

their program portfolio. 

Prerequisites: Consent of program chair; acceptance into the College of Education, 

including passing the Basic Skills Test; officially reported passing grade on 

the Content Area Test; maintaining a GPA of 3.00; passing a sex offender and 

criminal background check; and completion of professional courses. Students 

with an earned baccalaureate degree must satisfactorily complete 15 semester 

hours at Aurora University prior to student teaching. Co-requisite: EDU6750. 

(offered Fall and Spring only) 


Student Teaching is the capstone experience of the M.A.T.C. program. The 

teacher candidate is assigned to a K-8 classroom for the 16-week semester and is 

responsible for planning, directing and evaluating the learning of a group of students 

under the supervision of a certified teacher and a University supervisor. 

The teacher candidate is guided through experiences designed to apply the 

knowledge and skill gained throughout the program. The teacher candidate performs 

the major functions of a teacher with appropriate responsibilities and supervision. 

Prerequisites: Consent of program chair; acceptance into the College of Education, 





hours at Aurora University prior to student teaching.


Post-Baccalaureate Certification Program 

Aurora University has designed a certification-only program for those students 

seeking initial secondary certification. The four content areas of secondary certification 

offered by Aurora University are Biology, English, History, and Mathematics. 

This degree program is intended for students who have already obtained 

a bachelor’s degree from a regionally accredited institution of higher learning. 

Courses generally meet in the evening, once per week, during the academic 

semester. 

Admission Requirements for Secondary Certification: 

Prior to admission to the College of Education, students seeking certification 

at the secondary level in the Secondary Certification Program will have all undergraduate 

transcripts evaluated for content area requirements. Notification of 

content courses that will need to be taken prior to student teaching will be 

attached to the formal acceptance letter from the University. 

Admission requirements are as follow: 

1. Complete a baccalaureate degree from a regionally accredited institution 

of higher learning with a grade point average of 2.75 or above. The degree 

must be documented by official transcripts. Submit a completed graduate 

application and be accepted by Aurora University. 

2. Submit a passing score of the Illinois Certification Testing System’s Basic 

Skills Test 

See p. 83 for information on continued coursework leading to the Master of 

Arts in Curriculum and Instruction (M.A.C.I.) degree. 





Transfer credit must be accepted prior to enrollment in the first course. 


transfer credit 

Program Requirements for Secondary Certification 

EDU5106 The Secondary School: The Learning 

Environment 


EDU5206 The Secondary School: Foundations and 

Assessment 


EDU5266 The Secondary School: Theories of Learning 3 semester hours 

EDU5726 Reading and Writing Across the Content Areas 3 semester hours 

EDU5756 Methods Practicum 0 semester hours 

EDU5826 Secondary Methods of Teaching Biology 4 semester hours 

EDU5826 Secondary Methods of Teaching English/ 

Language Arts 


EDU5826 Secondary Methods of Teaching Mathematics 4 semester hours


EDU5826 Secondary Methods of Teaching Social Studies 4 semester hours 

HIS5996 Directed Study Capstone in History 3 semester hours 

OR 

MTH5996 Directed Study Capstone in Mathematics 2 semester hours 

OR 

ENG5996 Directed Study Capstone in English 2 semester hours 


Optional 8 semester hours to obtain Middle School Endorsement (requires 

both EDU5440 and EDU5370 

EDU 5440 Middle School: Missions and Methods 4 semester hours 

EDU 5370 Adolescent Development and Learning 4 semester hours 

Note: Students seeking a middle school endorsement must take EDU5440 and 

EDU5370 and meet state requirements for content area, prior to student 

teaching. Students seeking a middle school endorsement in Mathematics 

must also take EDU5450, Methods of Teaching Mathematics: Middle School. 

Course Descriptions for the Secondary Certification Program 


Environment 


The focus of this course is classroom dynamics in the secondary education classroom 

as they influence the learning process and creation/development of a productive 

learning environment for all learners. It also is the intent of this course 

to engage in deep exploration of diversity and its relationship to power structures 

inherent in the secondary school system. 

Prerequisites: Acceptance into College of Education, including passing the Basic 

Skills Test; maintaining a GPA of 3.00; passing a sex offender and criminal background 

check. 


Assessment 


This course is designed to introduce students to the standards and inclusion models 

that comprise secondary education teaching and learning in today’s public 

schools. This course also links assessment methods and models to the overview 

of standards, foundations and inclusion practices that comprise secondary education 

in America’s public schools today. 



check. 


This course provides a comprehensive survey of various theories of educational 

psychology, with a focus on the learner as the center of developmental teaching, 

learning and adaptations in the secondary education classroom. Social learning 

theory and constructivism as integral responses to the needs of learners will be 

emphasized throughout. 



check.



This course is designed to instruct students in the teaching of reading and writing 

in the content areas in the secondary classroom, with an emphasis on principles, 

trends, methods, materials, approaches and strategies. Based on theories of 

interactive language and writing development, the course presents methodology 

designed to help teachers develop literacy and comprehension abilities in the 

content areas. 



check; EDU5206. 


This course is a secondary field experience in middle- or high school-level grades taken concurrently 

with one of the content methods courses in the program. Teacher candidates 

schedule a minimum of 50 contact hours spread over the 16-week semester in a 

pre-assigned middle school- or high school-level classroom and are responsible for 

observing, planning, teaching and evaluating the assigned group of students. 

Teacher candidates design and deliver small- and large-group lessons, evaluate and 

use teaching resources and curriculum materials, utilize classroom technology, 

create and use assessment instruments, reflect upon their experiences through 

journaling and collaborate with practicing teachers, the college professor, the University 

supervisor, the faculty content supervisor, peers and secondary learners. 



check. 

Co-requisites: BIO5826 or ENG5826 or MTH5826 or SBS5826. 

BIO5826 Secondary Methods Teaching Biology 4 semester hours 

This course presents techniques that are effective in teaching Biology. The course 

includes lesson planning, classroom arrangement, curriculum design, alternative 

teaching strategies and evaluation. Within the context of this course, students 

will explore effective ways of planning, teaching and measuring the effect on student 

learning in the discipline. This course is taken in conjunction with the Methods 

Practicum field experience (EDU5756). 



check. 

Co-requisite: EDU5756. 

ENG5826 Secondary Methods of Teaching English/ 

Language Arts 


This course presents techniques that are effective in teaching English/Language 

Arts. The course includes lesson planning, classroom arrangement, curriculum 

design, alternative teaching strategies and evaluation. Within the context of this 

course, students will explore effective ways of planning, teaching and measuring 

the effect on student learning in the discipline. This course is taken in conjunction 

with the Methods Practicum field experience, (EDU5756). 



check. 

Co-requisite: EDU5756.


MTH5826 Secondary Methods of Teaching Mathematics 4 semester hours 

This course presents techniques that are effective in teaching Mathematics.. The 

course includes lesson planning, classroom arrangement, curriculum design, 

alternative teaching strategies and evaluation. Within the context of this course, 

students will explore effective ways of planning, teaching and measuring the effect 

on student learning in the discipline. This course is taken in conjunction with the 

Methods Practicum field experience (EDU5756). 



check. 


SBS5826 Secondary Methods of Teaching Social Studies 4 semester hours 

This course presents techniques that are effective in teaching Social Studies. The 

course includes lesson planning, classroom arrangement, curriculum design, 

alternative teaching strategies, and evaluation. Within the context of this course, 

students will explore effective ways of planning, teaching and measuring the effect 

on student learning in the following disciplines: Anthropology, Sociology, Economics, 

Political Science, World History, U.S. History, Illinois History. This course 

is taken in conjunction with the Methods Practicum field experience (EDU5756). 



check. 



This directed study capstone course examines the nature and definition of history 

and historical truth, research methodology and tests of evidence, synthesis and 

skill in writing, the evolution of history as a discipline, and the tasks of the professional 

historian. It treats history as a liberal arts discipline and as a profession 

and is designed to be useful to those earning certification in history. 

Prerequisite: Permission from Chair of Humanities. 


The goal of this course is to aid the students in integrating their experience in secondary 

math certification at AU and to prepare for entry into the job market. 

Some sessions will be held regarding interviewing skills and the current job market. 

In other sessions, students will meet with their individual advisors during the 

term to analyze the contents of the portfolio they have been preparing during 

their tenure at AU, to organize its contents, and to finalize its format as a tool in 

the job search. Students will write an essay summarizing their experience in the 

certification program, indicating their special interests in the field, for inclusion 

in the portfolio. Students will also compile a bibliography of Internet sites relevant 

to their special interests in the field of mathematics and/or mathematics 

education. 

Prerequisite: Consent of department. 


This particular directed study course is designed to challenge and to suggest that 

there may be more to knowing “how to read” than even experienced and sophisticated 

readers realize. In this directed study course, students will complete crit-


ical analyses of literary (and other) texts using theoretical perspectives to inform 

such analyses. This directed study will require sustained encounter with a wide 

range of modern literary theories and with the questions of just how these theories 

should, do, should not and do not affect the way(s) that we read, and eventually 

teach, both classic and contemporary works of literature. 

Prerequisite: Permission from Chair of Humanities. 

EDU6756 Student Teaching Internship 


Student Teaching is one of the capstone experiences of the Secondary Certification 

Program. The teacher candidate is assigned full-time to a middle or secondary 

school classroom for the 16-week semester and is responsible for planning, 

directing and evaluating the learning of a group of students under the supervision 

of a certified teacher and University supervisor. The teacher candidate is guided 

through experiences designed to apply the knowledge and skill gained throughout 

the program. The teacher candidate performs the major functions of a 

teacher with appropriate responsibilities and supervision. 

Prerequisites: Consent of program chair, acceptance into the College of Education, 





hours at Aurora University prior to student teaching. 

Master of Arts in Curriculum 

and Instruction (M.A.C.I.) 

The Master of Arts in Curriculum and Instruction degree is geared toward 

excellence in teaching, and is designed for experienced classroom teachers. The 

M.A.C.I. provides a program of selected graduate studies to improve and enhance 

the delivery system of classroom learning experiences for the practitioner. The 

M.A.C.I. can also be developed to support the achievement of National Board for 

Professional Standards certification. 

Students may enroll for part-time study. The program combines classroom 

study with on-the-job assignments that enable students to test theory against practical 

reality. This program is delivered in an 8-week format and during the summer. 

Admission Requirements for M.A.C.I. and M.A.E.L. Programs: 

In addition to the general University “Graduate Admission Requirements and 

Procedures,” the following are required for entrance into the M.AC.I. and 

M.A.E.L. program: 

1. Current Teaching Certificate. 

2. Two years of teaching experience prior to completion of graduate studies 

for the M.A.C.I. 

3. One year of teaching experience prior to beginning graduate studies for 

the M.A.E.L. 

4. Three letters of recommendation, including one from the student’s immediate 

supervisor for the M.A.C.I. program.


Attendance Policy: All Graduate Education Programs 

Attendance is mandatory at all class sessions. If a student is to be absent for any 

reason he/she must discuss the expected absence with the course instructor 

before it occurs. 

Academic Standards and Evaluation in Graduate Education 

Programs 

Upon completion of each course, letter grades are assigned to each student. 

At the graduate level, a “C” grade indicates less than complete mastery of the content 

and methods of the course. Only two grades of “C” are accepted at the graduate 

level in the M.A.C.I. program and they must be balanced by two course 

grades of “A.” If a “C” is received within the first three courses, the student may 

be removed from the program by action of the program faculty. 

Program Requirements: 

Thirty-six (36) semester hours are required for the M.A.C.I.. Twenty-one (21) 

of these semester hours must be taken as core-residency courses taught by Aurora 

University faculty on campus or at designated off-campus sites. The remaining 

courses in the degree may be satisfied through transfer coursework, on-campus 

graduate education coursework, or Aurora University coursework offered in conjunction 

with Aurora University’s network of collaborating academic partners. 


of nine semester hours of graduate credit from regionally-accredited institutions 

of higher learning for application toward elective degree requirements. 

Transfer credit must be accepted prior to enrollment in the first 

M.A.C.I./M.A.E.L. course. Graduate faculty reserve the right to decide on the 

applicability of any and all transfer credit. 

Students requesting transfer credits must submit a “Request for Transfer 

Credit” form with their admission application. All courses must be less than five years 

old at the time of admission and must be completed with a grade of “B” or better. An official 

transcript must be provided. It is University policy that no more than six 

semester hours taken as a “Student-At-Large” may be applied toward a graduate 

degree program. 

Degree Requirements for Master of Arts in Curriculum and 

Instruction 

21 semester hours in core courses 

15 semester hours in courses selected in conjunction with graduate program 

advisor 

General Core Courses: 21 semester hours required for all programs 

EDU6010 Contemporary Issues in Education 3 semester hours 

EDU6020 Assessment in Schools 3 semester hours 

EDU6030 The Individual, Cognition and Learning 3 semester hours 

EDU6040 The Learning Environment 3 semester hours 

EDU6050 Technology in the School of the Future 3 semester hours 

EDU6060 Scholarship Applied to Teaching 3 semester hours 

EDU6070 Introduction to Action Research 3 semester hours


Education Electives: 15 semester hours from the list below 



EDU5610 Survey of the Exceptional Individual 3 semester hours 

EDU5810 Conflict Mediation 3 semester hours 

EDU6110 Foundations of Bilingual Education 3 semester hours 

EDU6120 Methods and Materials for Teaching ESL 3 semester hours 

EDU6130 Cross-Cultural Studies for Teaching ELLs 3 semester hours 

EDU6140 Assessment of Bilingual Students 3 semester hours 

EDU6150 Linguistics 3 semester hours 

EDU6170 Methods and Materials for Teaching ELLs in 

Bilingual Programs 


EDU6320 Effective Comprehensive Instruction 3 semester hours 

EDU6330 Literacy in the Content Area 3 semester hours 

EDU6600 School Administration 3 semester hours 

EDU6610 Educational Leadership 3 semester hours 

EDU6620 School Supervision 3 semester hours 

EDU6630 Curriculum Development and Evaluation 3 semester hours 

EDU6640 School and Community Relations 3 semester hours 

EDU6650 School Law 3 semester hours 

EDU6660 School Finance 3 semester hours 

OEDS5005 Talented Students in Regular Classroom 3 semester hours 

OEDS6831 Advanced Applications of Educational 

Technology (Tech II) 


OEDS5030 Technology and Engaged Learning (Tech III) 3 semester hours 

OEDS6572 Cooperative Discipline 


OEDS6360 Differentiation of Instruction 


OEDS6441 The Collaborative Classroom 


Many additional electives are available through the University’s network of collaborating 

academic partners. Complete listings are available in the M.A.C.I./ 

M.A.E.L. Office. 

M.A.C.I. with English Second Language or Bilingual Emphasis 

Degree requirements for master’s degree with emphasis in 

English Second Language or Bilingual Emphasis 


Required Courses 








EDU6070 Introduction to Action Research 3 semester hours 

Required Courses for English as Second Language Emphasis 15 semester hours 





EDU6150 Linguistics 3 semester hours


OR 

Required Courses for Bilingual Emphasis 









Endorsements in ESL and Bilingual may be obtained by adding one additional 

course to the above degree: for ESL, add EDU6170 Methods and Materials for 

Teaching ELLs in Bilingual Programs; for Bilingual, add EDU6150 Linguistics. 

Up to 9 semester hours of previous graduate work may be considered as credit 

toward the emphasis portion of the M.A.C.I. degree if certain criteria are met. 

Note: Those earning a Bilingual Endorsement must pass a proficiency test in the 

second language. The test is administered by the ICTS and required by 

the ISBE. 

M.A.C.I./Secondary Certification 

Program 

Upon completion of the Aurora University’s Secondary Certification Program, 

certified teachers may continue coursework to complete a full Master of Arts in 

Curriculum and Instruction. 

The following courses may apply from the Secondary Certification Program: 

EDU5206 The Secondary School: Foundations and Assessment 

Replaces M.A.C.I. core course requirement: EDU6020 

EDU5106 The Secondary School: The Learning Environment 

Replaces M.A.C.I. core course requirement: EDU6040 

EDU5266 The Secondary School: Theories of Learning 

Fulfills one elective course requirement 

EDU5726 Reading and Writing across the Content Areas 

Fulfills one elective course requirement 

Assuming application of the above courses, the following courses must be successfully 

completed to fulfill remaining degree requirements: 






Three (3) courses of approved electives (a minimum total of 9 semester hours) 

The following courses may also be applied toward the elective requirements for 

the M.A.C.I. if taken as part of the certification program: 

EDU5440 Middle School: Missions and Methods 

EDU5370 Adolescent Development and Learning


Candidates for the M.A.C.I. degree must hold a valid Illinois teaching certificate 

and be currently employed as a teacher in a K-12 setting in order to enroll. 

In order to carry over credits from the Secondary Certification Program to the 

M.A.C.I., the courses being considered must be within five (5) years of age and 

completed with a grade of “A” or “B.” 

Master of Arts in Educational 

Leadership (M.A.E.L.) 

The Master of Arts in Educational Leadership (M.A.E.L.) will provide students 

with the knowledge, attitudes and skills necessary to perform successfully in the 

elementary and secondary schools and districts as an administrator. Aurora University’s 

graduate program in Educational Leadership provides a comprehensive 

theoretical and practical format which allows students to use the knowledge and 

skills presented in class in order to become an effective administrative professional. 

The M.A.E.L. leads to a Type 75 Administrative Certificate in Illinois and 

a Wisconsin Code 10/51-Principal. 

Students who already have a master’s degree may complete the State of Illinois 

requirements for the Type 75 Certificate by completing the graduate coursework 

without completing an additional degree. 

Options within the program include: 

• Type 75 Certificate with Administrative Endorsement - Illinois 

• Code 10/51-Principal - Wisconsin 

For certified teachers who seek administrative positions in the schools as 

Department Chair, Division Coordinator, Assistant Principal, Principal, Assistant 

or Associate Superintendent, or other similar or related positions, the Educational 

Leadership program provides a Master of Arts degree and a program of 

preparation leading to the Type 75 Certificate with the General Administrative 

Endorsement. The course plan requiring 36 semester hours is as follows: 

Curriculum – 6 semester hours 



Educational Research – 6 semester hours 

EDU6020 Assessment in the Schools 3 semester hours 

EDU6080 Introduction to the Practicum 3 semester hours 

Supervision and Staff Development – 6 semester hours 



Schools and Public Policy – 15 semester hours 






Clinical Experience – 3 semester hours 

EDU6670 Practicum in Educational Leadership 3 semester hours


M.A.C.I./M.A.E.L. Core Course Descriptions 


This course is designed to initiate a professional conversation among individual 

students, school teams, and cohorts about the major issues facing America’s 

schools. The questions that emerge will become the focus for subsequent independent 

inquiry in master’s program classes. 



This course is designed to develop skills in selecting, developing, and interpreting 

assessment methods that will provide reliable, valid, and fair measurement of 

valued educational achievement targets. 



The focus of this course is the development of an understanding of the individual 

as learner and teacher and the implications for classroom instruction and student 

success. 



The focus of this course is the development of an understanding of the learner’s 

whole environment as it affects the learning process. 



This course studies the impact of technology on curriculum design, classroom 

practice, and the learning patterns of candidates with emphasis on the integration 

of multi-media, telecommunications, authoring systems, and interactive resources 

throughout the instructional program. 



This course serves as a review of the development of emerging best instructional 

practice in the American classroom. Emphasis will be given to implementation of 

instructional strategies resulting from educational research. 

Prerequisite: EDU6070. 

EDU6080 Introduction to the Practicum 3 semester hours 

The course is designed to launch individual and/or group investigation of schoolrelated 

issues facing America‘s schools. Candidates will create a proposal of an 

investigated project for their research with applications to the school and complete 

a literature review. 



This course provides students with an orientation to the administration of public 

elementary and secondary educational institutions. The impact of local school districts, 

governmental agencies and interest groups on each other with respect to policy 

formulation, decision-making and program implementation will be explored. 

No prerequisites.



This course describes the role of the educational leader in the school as one who 

creates a vision of an educationally better culture in the school and then plans and 

organizes times and resources to communicate this vision to teachers, students 

and parents. 



This course provides students with an introduction to the supervision of instruction. 

Supervisory strategies are elaborated with special attention to the improvement 

and enrichment of instruction through faculty development approaches 



This course will introduce the principles of curriculum and instruction with an 

emphasis on curriculum development and design, implementation and delivery, 

and organization and evaluation. 



This course provides an overview of the importance of community involvement 

in developing effective schools. Ways in which parents and community members 

can be involved in the schools will be explored. Techniques will be developed for 

fostering better parent-teacher communication and for fostering better public 

relations with the community. 



This course provides the school administrator with an in-depth examination of 

the legal basis of public education in the U.S. Special reference is made to current 

legal issues and major court decisions. First Amendment rights, due process, privacy, 

discrimination, desegregation, special education, multicultural difference, 

and related matters are examined in terms of their impact on the school administrator. 



This course studies the history of school finance with emphasis on the significant 

role of the local property tax in school funding. The role of state and federal 

funding is examined, along with issues of equity, adequacy and appropriateness. 

Emphasis is given to budget construction, fiscal planning, and management of 

capital outlay programs. 


EDU6670 Practicum in Educational Leadership 3 semester hours 

This course will involve candidates of Educational Leadership in practical administrative 

and supervisory projects to be carried out in a field placement, under 

the supervision of the program instructor. Field placements will ensure that candidates 

have experiences with diverse populations of students. 

No prerequisites.


Master of Arts in Reading 

Instruction (M.A.R.I.) 

The primary goal of the Master of Arts in Reading Instruction (M.A.R.I.) program 

is to provide candidates with the knowledge, skills, and dispositions to 

become building- or district-level reading specialists. Coursework is designed to 

address the Reading Specialist standards of the International Reading Association 

(IRA, 2003) and the six areas required for certification by the Illinois State Board 

of Education (ISBE). The degree is intended for experienced, practicing certified 

teachers who seek to become reading coaches or reading specialists. The Reading 

Specialist Type 10 K-12 certificate requires successful completion of these tests: 

Illinois Basic Skills 

APT (K-12) #104 

Reading Specialist (#176) 

Candidates can choose to complete the degree option leading to certification 

as a Reading Specialist or the reading endorsement option, leading to an endorsement 

as a Reading Teacher. Courses and requirements for both degree and 

endorsement candidates are aligned with the Reading Specialist Standards (2003) 

of the IRA. 

Reading Specialist (36 semester hours) 

Full-time coursework leading to the degree consists of 6 semester hours per 

term for a total of 18 semester hours per year and 36 semester hours for the 

M.A.R.I. degree. Of the 36 semester hours, 6 involve a supervised clinical 

practicum in assessment and instruction with struggling readers. The program 

also involved candidates in various field experiences in which they apply course 

content to their classroom instruction, to individual work with a struggling reader, 

or to developing coaching and collaboration skills. 

30 semester hours in content classes related to literacy, an action research 

project, and supervision and administration for reading specialists 

6 semester hours of a supervised clinical practicum involving assessment and 

tutoring with struggling readers. 

Reading Endorsement (24 semester hours) 

Coursework leading to the endorsement consists of 24 semester hours spread 

out over the course of six terms. Due to the fact that the endorsement candidates 

do not take all courses, there may be terms when they are not enrolled for the full 

6 semester hours. Endorsement candidates complete 6 semester hours of a supervised 

clinical practicum involving assessment and instruction with struggling readers. 

The program also involves them in various field experiences in which they 

apply course content to their classroom instruction, to individual work with a 

struggling reader, or to developing coaching and collaboration skills. The candidate 

must pass the Reading Teacher content test (177). 

18 semester hours in content classes related to literacy 

6 semester hours of a supervised clinical practicum involving assessment and 

tutoring with struggling readers.


The following areas are required by the Illinois State Board of Education 

(ISBE): 

1. Foundations of reading 

2. Content-area reading 

3. Assessment and diagnosis of reading problems 

4. Developmental and remedial reading instruction and support 

5. Developmental and remedial materials and resources 

6. Literature appropriate to students in all grade levels 

Admission Requirements for the M.A.R.I. Cohort Program 

In addition to the general University “Graduate Admission Requirements and 

Procedures,” the following are required for entrance into the M.A.R.I. Program: 

1. Current teaching certificate 

2. Two years of teaching experience prior to beginning of graduate studies 

for the M.A.R.I. 

3. One letter of recommendation from the candidate’s immediate supervisor 

Attendance Policy: All Graduate Education Programs 

Attendance is mandatory at all class sessions. If a candidate is to be absent for 

any reason, he/she must discuss the expected absence with the course instructor 


Academic Standards and Evaluation in Graduate Education 

Programs 

Upon completion of each course, a letter grade is assigned to each candidate. 

At the graduate level, a “C” grade indicates less than complete mastery of the content 

and methods of the course. Only two grades of “C” are accepted at the graduate 

level in the M.A.R.I. program and they must be balanced by two course 

grades of “A.” If a “C” is received within the first three courses, the candidate may 

be removed from the program by action of the program faculty. 

Program Requirements 

Thirty-six (36) semester hours are required for the M.A.R.I. degree. Thirty 

(30) semester hours involve coursework designed to develop candidates’ content 

knowledge and skills related to reading instruction and program leadership. The 

remaining six (6) semester hours are spent in a supervised clinical experience 

involving assessment and instruction with struggling readers (EDU6410). 




Transfer credit must be accepted prior to enrollment in the first M.A.R.I. 

course. Graduate faculty reserve the right to decide on the applicability of any 

and all transfer credit. 

Candidates requesting transfer credits must submit a “Request for Transfer 

Credit” form with their admission application. All courses must be less than five 

years old at the time of admission and must be completed with a grade of “B” or


better. An official transcript must be provided. It is University policy that no more 

than six (6) semester hours taken as a “Student-at-Large” may be applied toward 

a graduate degree program. 

Degree Requirements for M.A.R.I. 


6 semester hours of supervised clinical practicum involving assessment and 

tutoring with struggling readers 

Degree Requirements for the Reading Teacher Endorsement 


6 semester hours of supervised clinical practicum involving assessment and 


Content area classes 

EDU6310 Effective Word Study Instruction 3 semester hours 


EDU6330 Literacy in the Content Areas 3 semester hours 

EDU6340 Assessment of Literacy Learning 3 semester hours 

EDU6350 Teaching Reading to Diverse Learners 3 semester hours 

EDU6370 Texts for Children 3 semester hours 

Practicum classes 

EDU6410 Practicum in Reading 6 semester hours 

Additional classes for degree candidates 

EDU6300 Professional Research in Literacy Learning 3 semester hours 

EDU6400 Professional Research in Literacy Learning II 3 semester hours 

EDU6380 Supervision and Administration in Literacy I 3 semester hours 

EDU6390 Supervision and Administration in Literacy II 3 semester hours 



In this course, the candidates will learn about designing and implementing an 

action research project that will be conducted during their participation in the 

M.A.R.I. program. The topics for the research will emerge from questions generated 

by in-class discussions, professional language arts interests, a broad review 

of the research on literacy, and discussions of theories related to literacy instruction. 

The questions will launch individual and/or group investigation with application 

to the candidates’ classrooms through the process of action research — a 

systematic process of inquiry. 



In this course, candidates learn about diagnostic and instructional approaches to 

teach phonemic awareness, phonics strategies, sight word strategies, semantic and 

syntactic context strategies, and structural analysis strategies and spelling development 

in grades K-12. Topics include the nature of word analysis strategies, the


stages of literary development, the nature of the spelling system, assessing students’ 

literacy development, facilitating emergent literacy, phonological awareness, 

and developing the concept of word and letter knowledge. This course 

requires a classroom-based field experience. 



This course focuses on cognitive and metacognitive strategies to improve comprehension 

in grades K-12. Topics include creating an effective classroom for 

comprehension instruction, assessing comprehension, utilizing formal and informal 

assessment tools, learning strategies to teach efferent and aesthetic reading, 

increasing vocabulary development, and motivating reluctant readers. This course 

requires a field experience involving observation of a colleague. 



This course is designed to provide literacy educators with strategies for the integration 

of language arts in the content areas. Topics include pre-reading/duringreading/post-reading 

strategies, study skills, vocabulary development strategies, 

writing to learn, and learning with textbooks/trade books/electronic texts. This 

course requires a field experience involving observation of a colleague. 



In this course, candidates will learn to administer, score, and interpret informal 

and formal literacy assessments for students in grades K-12. The assessments will 

cover the areas of motivation and interest, phonemic awareness, phonics, vocabulary, 

comprehension and fluency. Candidates will analyze the efficacy of current 

assessments typically used in districts. The results of the assessments will be summarized 

in a written report. This course requires a field experience with a student. 



In this course, candidates explore research-based reading strategies to develop 

lesson plans that meet the needs of diverse learners, including English Language 

Learners (ELLs), special education, slow learners, unmotivated students, and 

gifted readers. This course requires a classroom-based field experience with a 

coaching component. 



Course topics include qualities of outstanding children’s and adolescent literature, 

goals of a literature program, planning the literature curriculum, multicultural literature, 

teaching genres, selecting literature for the classroom, criteria for evaluating 

and strategies for using narrative and expository text written for students in 

grades K-12, students’ reading interests and preferences, instructional strategies for 

teaching literature, evaluating students’ progress in responding to literature, creating 

a response-centered and literature-rich classroom, developing a literaturebased 

curriculum, and current trends In children’s and adolescent literature. 

No prerequisites.


EDU6380 Supervision and Administration in Literacy I 3 semester hours 

In this course, the candidates will examine the responsibilities of the reading specialist 

within the context of an individual school building. Topics include models 

for the delivery of reading services; legal and legislative influences on reading 

specialists; collaboration and consultation with teachers; providing professional 

development; evaluating existing reading programs and planning for change; 

communicating with staff, administration and community; securing funding; and 

continuing personal development as a reading professional. This course requires 

collection and analysis of building-level reading assessment data. 

Prerequisites: EDU6310 through EDU6370. 


In this course, the candidates will further examine the responsibilities of the reading 

specialist. Topics include analysis and communication of data from testing; 

planning professional development; becoming informed about budgeting for 

curriculum and reading programs; communicating with staff, administration, and 

public; securing funding; and continuing personal development as a reading professional. 

This course requires a coaching assignment (i.e., demonstration lesson/co-teaching 

a reading lesson). 



This course is the culmination of candidates’ action research projects in which 

they designed and implemented curricular and/or instructional change in literacy 

learning in an educational setting. Topics include action planning for educational 

change, sharing action research, personal reflection, and post self-report 

on definition and philosophy of reading. This course requires a PowerPoint presentation 

summarizing the action research project. 


EDU6410 Practicum in Reading 6 semester hours 

In this course, candidates will learn to develop and implement individual instructional 

plans based on results from formal and informal assessments. In addition, 

these plans will demonstrate candidates’ knowledge of appropriate instructional 

materials, resources, and support for diverse populations of readers in grades K- 

12. This is a supervised clinical experience which requires 30 hours of work with 

students. The key assessment for this course involves writing two formal case studies 

which are shared with parents in a formal conference. 

Prerequisites: EDU6310 through EDU6370. 

Master of Arts in Special 

Education (M.A.S.E.) 

The primary focus of this program is to prepare teachers for a Learning Behavior 

Specialist I (LBS I), Type 10 certification. Candidates may be existing teachers, 

or someone who has experience in the schools, or someone with a degree in 

a related field. Certification requires teachers to build a knowledge base to identify 

and intervene with students who exhibit a wide range of disabilities, including 

learning disabilities, cognitive impairments (mental retardation and traumatic


brain injury), autism, social/emotional disabilities, and physical disabilities/other 

health impaired. Moreover, although the certificate will cover grades K-12, candidates 

will have a working knowledge of issues and strategies appropriate for the 

grades P-12. The coursework is designed to allow the candidate both to evaluate 

research and conduct action research in the classroom. Furthermore, varied clinical 

practice and field experiences are considered an integral part to all courses 

so that the candidate can apply theory to practice and practice to theoretical conceptualizations. 

Please note that candidates with an existing certificate will not 

be required to student teach, but will participate in an internship, including an 

action research project (SPED6570), that will be tailored to broaden the candidate’s 

base of experience in the field. Candidates who do not hold an existing certificate 

will be required to student teach, taking SPED6750 instead of SPED6570. 

While completing the entire master’s degree is advised, candidates can apply in 

one of three tracks: 1.) Endorsement (open only to certified teachers), 2.) Certification 

as an LBS I, or 3.) master’s degree in Special Education. 

Candidates with an existing certification will qualify for an endorsement in special 

education after the first 19 hours of coursework. For a candidate with an existing 

certification, completion of the Master of Arts in Special Education (M.A.S.E.) 

involves 48 hours of coursework although the core courses necessary for the certification 

total 42 hours. The remaining six (6) hours to complete the M.A.S.E. 

degree will involve a cognate of two courses that the candidate will plan with the 

assistance of his or her advisor. This cognate will enable the candidate to establish 

an area of increased specialization. Suggested cognates include coursework in 

areas such as the reading specialist, ELL/ESL/Bilingual, or educational leadership/supervision 

(toward a Type 75 certification) areas. For a candidate for whom 

this will be an initial certification with student teaching, there are 54 total hours 

for the master’s degree. The main objectives of the coursework are twofold: to 

build the pedagogical expertise of the candidate; and to facilitate collaboration 

with his or her students, their families, their colleagues, and the community. 

Candidates should be aware that the Illinois State Board of Education requires 

that these additional tests be passed before an LBS I certificate will be issued: 

1.)The LBS I Content Area test (#155) 

2.)The Special Education General Curriculum test (#163) 

3.)The K-12 Assessment of Professional Teaching examination (#104) 

Admission Requirements for the M.A. in Special Education: 

1. Online application with essay. 

2. Three letters of reference from individuals familiar with the applicant’s 

potential related to this field. 

3. A writing sample, such as a graded academic paper, at least 10 pages in 

length or clinical report of similar length. 

4. A 3.0 grade point average. If the applicant’s grade point average is below 

that of a 3.0, the applicant may be accepted on a probationary basis. If probationary 

status is granted, a formal review will be conducted by the program 

director after completion of the first three courses where a 3.0 average must 

be maintained or the applicant will not be able to continue the program.


5. A bachelor’s degree from an accredited institution (official transcripts from 

all institutions attended must be submitted). 

6. Passing grades on the Illinois Basic Skills Test. 

7. Passing a National Background Check (Criminal Activity and Sex Offender); 

completed after admission. 

Prerequisite Course Requirements: 

• a course in human development, spanning the P-12 grade years 

• a course in educational psychology 

Please note that if a deficiency exists, completion of the course will not be 

counted toward the M.A.S.E. degree. 

Application Deadline and Notification: 

Applications will be reviewed by the special education admission committee, 

and applicants will be advised of acceptance on a rolling basis as they are reviewed. 

Applicants should please note that this program is designed for a Fall semester start. 

Academic Standards and Evaluation in the M.A.S.E. Program 

In addition to feedback to students in the form of grades, full-time candidates’ 

overall performance will be reviewed at the end of each semester (part-time candidates’ 

work will be reviewed every two semesters) to evaluate whether the applicants 

are integrating the theoretical knowledge and practical applications at a 

competent level. At the graduate level, a “C” grade indicates less than complete 

mastery of the content and methods of the course. A 3.0 grade point average must 

be maintained to continue in the program. Only two grades of “C” are accepted 

at the graduate level in the M.A.S.E. program. If a candidate receives a “C” grade 

within the first semester, the candidate may be removed from the program by 

action of the program faculty. As is true of admission to the program, candidates 

may be allowed to continue on a probationary status at the discretion of their 

advisor and the program director. Candidates must achieve a “B” grade in the 

Unified Field Experience to be eligible for the internship. Additionally, candidates 

must pass the two state special education content area tests and the Assessment 

of Professional Teaching test before beginning their internship. A grade of 

“B” or better must be achieved in the internship to become certified. 


If a candidate has an existing certificate, 48 semester hours are required for the 

M.A.S.E. degree. If a candidate does not have an existing certificate and will need 

to student teach, the degree will take an additional 6 hours (54 hours). Forty 

hours (34 of these hours are core hours required for certification) are devoted to 

content coursework designed to develop expertise across the wide range of disability 

categories required for the cross-categorical LBS I certification with the 

state. Each of these content classes focuses on both theory and clinical and educational 

application. The remaining 8 hours are devoted completely to supervised 

clinical experience in applying theory to practice in the field. In these 

experiences, candidates will be exposed to a range of ages and educational/life 

impact on the student(s). As noted earlier, certification may be granted with the


42 semester hours of core courses (48 hours if student teaching is required), composed 

of 34 hours of content coursework and 8 hours of supervised clinical experiences 

(14 hours if student teaching), but the applicant is strongly encouraged 

to complete the M.A.S.E. curriculum. The objective of the M.A.S.E. is to give the 

candidate the expertise to understand and teach not only the student, who may 

have a range of disabilities that manifest differentially at different points in his or 

her life, but also to be able to understand and collaborate with significant members 

within the context of the student’s family, school, and community. 

The sequence of courses for the M.A.S.E. program anticipates that the candidate 

will generally begin the program in the Fall semester. Applicants may attend 

either full- or part-time. 

Degree Requirements for M.A.S.E. 

40 hours in content classes, with accompanying clinical field exposure 

(includes 6 hours of cognate courses) 

8 semester hours of supervised clinical practica (assumes that a candidate 

has an existing teaching certificate; these hours include an internship); 

14 hours if student teaching is required 

6 additional hours if student teaching is required 

Certification Requirements for LBS I 

42 semester hours of core content and practica coursework 

General Content Area and Practicum Classes Required 

for Certification: 

SPED5510 Characteristics and Identification of Disabilities 4 semester hours 

and the Law 

SPED5520 Cognitive Development and Disabilities 2 semester hours 

SPED5530 Oral Language Development & Disorders 3 semester hours 

SPED5540 Diversity & Disability Issues: Students, Families, 

Schools, and the Community 


SPED5550 Social, Emotional, and Behavioral Development: 

Promoting Prosocial Behavior 


SPED5551 Intervention Strategies for Problematic Behavior 2 semester hours 

SPED5560 Strategies and Assistive Technology for Students 

with Low Incidence and Multiple Disabilities 2 semester hours 

SPED5570 Trends: Collaboration, Differentiating Instruction 

in the Inclusive Classroom, and Transition 3 semester hours 

SPED6510 Psychoeducational Assessment of Students with 

Disabilities 


SPED6520 Reading Disabilities Theory and Interventions 3 semester hours 

SPED6530 Written Language Development & Disorders 3 semester hours 

SPED6540 Mathematics and Sciences Interventions for 

Students with Disabilities 


SPED6550 Introduction to Educational Research 2 semester hours 

SPED6560 Unified Field Experience 4 semester hours


SPED6570* Internship and Action Research Seminar 

(assumes previous student teaching 

experience/certification) 

OR 

SPED6750* Student Teaching and Graduate Seminar in 

Special Education 



*Candidates take one of the above courses, dependent on whether student teaching 

is required. 

Elective Classes for Degree Candidates: two electives, totaling six (6) hours, 

forming a cognate, established with the approval of the candidate’s advisor 

Total hours for the M.A.S.E. degree: 48 hours, 54 hours if student teaching is 

required 

Course Descriptions for the Master of Arts in Special Education 

Degree 

SPED5510 Characteristics and Identification of 

Disabilities and the Law 


The focus of this course will be on the defining characteristics of disability classifications 

in common use in the schools (learning disabilities, cognitive issues such 

as mental retardation and traumatic brain injury, autism, emotional disorders, 

and physical disabilities/other health impaired), including discussion of subtypes 

within disability groupings that have been suggested by research, educational, or 

clinical practice. Definition of exceptionality and incidence rates and how they 

vary by state or urban/suburban/rural area will be considered. Historical perspective 

will be given regarding major national education laws, including IDEA 

and the most recent reauthorization. Discussion will center on how these laws 

have been interpreted and how this impacts the service provision in the schools, 

both for students who receive accommodations (504 Plans) and for those who 

receive services from a variety of school professionals. The special education referral 

process will be studied, delineating how and when either a 504 Plan or an Individual 

Education Plan might be established. Also, state level legislation that has 

influenced identification and placement will also be discussed. Ethical and legal 

issues related to issues such as confidentiality or the reporting of suspected abuse 

will also be considered. 



This course will address research and theories related to typical cognitive development 

and learning and disorders associated with the cognitive processes, ranging 

from constructivist research to information processing and brain imaging. A 

historical perspective will also be provided. Additionally, contrasts will be drawn 

between the impact on various types of processing strengths and weaknesses, such 

as auditory or other sensory processing and memory (both working memory and 

long term memory), and how they might impact learning and behavior, as well as 

remedial efforts for differing disabilities, such as learning disabilities, mental retardation, 

or acquired disorders (traumatic brain injury). Task analyses focusing on


receptive/expressive (input/output), visual/auditory, and verbal/nonverbal 

aspects of cognitive tasks will be undertaken for students ranging from primary 

to high school. The development of more metacognitive tasks, such the ability to 

monitor behavior, actively solve problems, and use study skills, will also be discussed, 

particularly for the middle and high school years. 


SPED5530 Oral Language Development and Disorders 3 semester hours 

The normal course of oral and nonverbal language development will be contrasted 

with atypical development, with a focus on the P-12 period. Aspects of language 

development and techniques for treatment will cover issues related to 

phonological awareness, morphology, syntax, semantics, and pragmatics; additionally, 

consideration will be given to how the impact of these aspects of language 

changes through the middle and high school years, both in the school and 

the community. Further study of the utility and practice of standardized tests specific 

to oral language development will be undertaken. Additionally, candidates 

will learn to conduct informal language analyses of school-aged (P-12) students 

in order to identify oral language weaknesses. Remedial techniques and potential 

accommodations, based on identified difficulties, will be an additional focus. Specific 

focus will be given to communication intervention for some cognitive disorders, 

such as autism, including alternative and augmentative communication. The 

use of sign language and second language acquisition, and how diagnosis and 

service provision can overlap, will also be discussed. Finally, software technology 

in common use will be learned, with requirements to integrate the use of software 

and other interventions into lesson plans. 

Prerequisite: SPED5510. 

SPED5540 Diversity and Disability Issues: Students, 

Families, Schools, and the Community 2 semester hours 

The focus of this course will be on how various social institutions, particularly the 

school and family, may define disability and how this may impact collaboration 

and communication in regard to service provision in special education. Research 

regarding how identification and service delivery, as well as the student’s learning, 

may be impacted by issues of diversity, including disability, ethnicity/culture, 

socioeconomic level, language/linguistics/dialects, and gender, will be studied. 

The potential for bias during assessment and/or instruction and the potential 

impact on learning will be investigated. Moreover, how these issues are reflected 

in family systems and identity and how differences might lead to misconceptions 

or misunderstandings will be discussed. Finally, how strategies to support identity 

formation and retention can be incorporated into lesson plans or classroom 

activities will be addressed. 





This course will cover both the current theories of social-emotional development 

and the disorders for the school-aged years and adolescence, with some discussion 

of lifespan issues. Focus will be placed on identification/assessment and intervention 

of social deficits as they impact the schools. Discussion will focus on developing 

prosocial behavior, thereby facilitating involvement in the least restrictive


environment, and how intervention may be adjusted based on needs of students 

with varying disabilities. Social behavior will be viewed broadly, ranging from the 

individuals self-perceptions such as self-esteem and self-determination, to his or 

her ability to engage socially not only in the school but in the family and community. 

Particular focus will be placed on time management and self-advocacy for the 

middle and high school years. Moreover, research regarding the impact on behavior 

of preconceptions held by teachers and others regarding the students will be 

studied. Finally, medical, psychological, or related service interventions will be discussed 

and how the schools collaborate with these professional groups. 


SPED5551 Intervention Strategies for Problematic 2 semester hours 

Behavior 

This course focuses on behavioral interventions for more challenging behaviors 

and how issues may change from the elementary to high school years. Environmental 

modifications, techniques of non-aversive behavioral control and methods 

to maintain attention, and effective reinforcement techniques will be taught. 

Techniques such as problem solving, crisis prevention, and conflict resolution, 

also potentially used to develop prosocial behavior, will be extending in this class 

to deal with more significant behavior problems, including issues such as selfstimulation 

and self-abuse. Issues related to the law and the range of service provision 

outside the school, such as residential placements, will be discussed in 

relation to challenging behaviors and how the schools collaborate with external 

professional groups. 




This course will focus on intervention techniques, adaptations, and assistive technology 

for students with more significant disabilities, including mental retardation, 

traumatic brain injury, orthopedic impairments, more significant autism, 

and other health impaired. Typical and atypical motor development will be 

addressed. Functional adaptation of curriculum will be stressed, as well as 

resources available in the community. Study will span the needs of students in 

relation to life skills, recreation/leisure, community, and career/vocational issues 

and the development of goals and interventions to meet those needs. Specific life 

skills addressed will include toileting, eating, dressing, grooming, mobility, positioning 

and transfers. 


SPED5570 Trends: Collaboration, Differentiating 

Instruction in the Inclusive Classroom, 

and Transition 


Remedial theories and modes of intervention for the preschool to postsecondary 

years will be investigated, ranging from individual to small group to inclusion 

classroom settings. An overview of how remedial efforts in oral language, reading, 

writing, mathematics, nonverbal, and social issues might interrelate will be delineated. 

Current trends in service provision will be explored, such as response to 

intervention models. The role of the special educator as a facilitator for differentiating 

curriculum and providing accommodations in the regular education


classroom will be highlighted, as well as co-planning and co-teaching models. 

Moreover, transition services and how they might be impacted by differing needs 

dependent upon disability will be an additional focus. Local and state resources 

that pertain to issues of employment, sexuality, independent living and learning, 

and social participation in leisure activities will be explored, particularly for the 

middle and high school student. Special educators’ varying roles, from addressing 

family concerns and advocacy to supervision of para-educators, will be discussed. 

Candidates will be exposed to professional organizations in the field and 

will develop a professional development plan and a personal philosophy of special 

education. The necessity for consultation, collaboration and flexibility of services 

will permeate all discussion of theory and models. 


SPED6510 Psychoeducational Assessment of Students 

with Disabilities 


The procedures for formal assessment of the issues underlying learning, academic 

performance, psychosocial behavior, and vocational skills for the P-12 grades will 

be examined. Issues related to cognitive development, in regards to intelligence 

or processing (e.g., memory, speed of processing), and testing will be discussed. 

Nonbiased assessment practices and modification or adaptations for mode of 

response will be addressed. Candidates will practice administration, scoring, and 

interpretation of the results of standardized tests in common use in the schools. 

Case studies will be used to understand the process of differential diagnosis, 

including interviews, functional assessment of behavior, and assessment of the 

learning environment; and oral and written dissemination of results that include 

planning for instruction based on interpreted results. Moreover, curriculum-based 

assessment and portfolio assessment will be investigated. Readings will focus on 

research of the possible limitations of formal and informal testing—that is, the relative 

efficacy of the differing diagnostic approaches, including response to intervention, 

and how they might facilitate service provision. A lab fee will be charged. 



The focus of this course will be on the theoretical models of reading development 

and disorders and how these theories have impacted the definition of the 

causes, diagnosis, and treatment of reading disorders. Normal development of 

pre-reading and reading skills will be contrasted with atypical development. 

Research regarding how reading achievement relates to decoding and phonological 

awareness; word recognition; vocabulary; comprehension; fluency; selfmonitoring; 

and instruction/service provision (individual, small group, and 

whole-class programs) will be studied, with practice of intervention techniques. 

For the middle and high school years, techniques effective for various domain 

areas will be stressed, as well as how accommodations in relation to reading can 

be integrated into the student’s curriculum. In addition, the course will include 

further training on the standardized tests and software technology interventions 

specific to reading, as well as the performance of informal measures such as running 

records and informal reading inventories, with a focus on error analysis, 

interpretation, and communication of results to students, families, and colleagues. 

Prerequisite: SPED5510.


SPED6530 Written Language Development and Disorders 3 semester hours 

This course will study theories and research regarding the development and disorders 

of written language, including handwriting, spelling, and written discourse, 

from emergent literacy to strategies for research and essay forms used more extensively 

in middle/high school. The range of impact, dependent on disability, will 

be investigated, both in regard to academic, social, and vocational pursuits. Formal 

and informal assessments to elicit and analyze written language samples will 

be learned and practiced, as well as lesson plans using remedial techniques and 

software technology commonly in use for varying disabilities, ranging from learning 

disabilities to physical disorders impacting the physical act of writing. 


SPED6540 Mathematics and Science Intervention for 



The development of mathematical and science knowledge and reasoning will be 

studied in conjunction with disorders of these domains. Candidates will learn to 

assess and remediate weaknesses in both physical, biological, and social sciences 

and math, including the use of manipulatives and software technology. Strategy 

instruction as applied to the sciences will be a focus for middle and high school 

levels, as well as common accommodations. The development of lesson plans to 

deal with difficulties that may be encountered in topics such as estimation, mental 

mathematics, measurement, algebra, geometry, patterns, and problem solving 

in mathematics; the inquiry process, experimentation, and safety in science; and 

integration and interrelatedness of areas within the social sciences will be covered. 

For all domains, the importance of utilizing authentic activities that take 

into account issues of diversity and facilitate the student integrating academic 

skills to the spheres of family, community, vocation, and recreation will be stressed. 



Candidates will receive an overview of qualitative and quantitative research paradigms. 

The course will encompass the efficacy of use of basic statistical methods, 

including correlation, testing of means, analysis of variance, and regression. The 

focus will be on the in-depth understanding and evaluation of research from peerevaluated 

journals of the field and in conducting more advanced action research. 

No Prerequisites. 

SPED6560 Unified Field Experience 4 semester hours 

While observation and clinical experience in previous courses are more dependent 

on the domain being studied, this course stresses the integration of theory and 

pedagogical methodology across domains based on the assessed needs of the individual 

student. Candidates will collaborate and work with the same students for 

extended periods of time, developing lesson plans and writing reports that incorporate 

informal assessments, goals/specific objectives, and progress after remedial 

efforts. Candidates will conduct conferences with parents to communicate 

progress/results. Approximately 50 hours of supervised clinical field experience 

will be required. A lab fee will be charged. 

Prerequisites: SPED6510, SPED6520, SPED6530, SPED6540.


SPED6570 Internship and Action Research Seminar 4 semester hours 

Because candidates will come to the program with an existing certification, the 

focus of this field experience will be to ensure the students’ overall field experiences 

cover both the range/severity/age levels of all disabilities covered by the 

LBS I certification. Candidates should expect the need to be flexible regarding 

hours, based on the needs of the schools. Placements will encompass the K-21 

age range, affording candidates with experience in a range of ages. Candidates 

will capitalize on skills learned in earlier courses to conduct formal, informal, and 

functional assessments. Based on this information, they will generate and implement 

lesson plans, establishing an effective learning climate for their students. 

Additionally, candidates must demonstrate the ability to collaborate with colleagues, 

para-educators (candidates should expect a supervisory role as well), 

other professionals within the school and community, and families to meet students’ 

academic, social and life skill needs. Seminars will be spaced to afford candidates 

support in completing their comparative case study action research 

projects and to provide a forum for support, in addition to that provided by supervisors, 

during the internship process. 


SPED6750 Student Teaching and Graduate Seminar 

In Special Education 


The student teaching experience involves placement in a special education setting 

under the supervision of a certified teacher. Placements will encompass the K-21 

age range, affording candidates with experience in a range of ages. Candidates 

will capitalize on skills learned in earlier courses to conduct formal, informal, and 

functional assessments. Based on this information, they will generate and implement 

lesson plans, establishing an effective learning climate for their students. 

Additionally, candidates must demonstrate the ability to collaborate with colleagues, 

para-educators (candidates should expect a supervisory role as well), 

other professionals within the school and community, and families to meet students’ 

academic, social and life skill needs. In short, the candidate will learn to fill 

all roles and major functions expected of the special educator, with the benefit of 

supervision. Graduate seminars will provide candidates with support in completing 

their comparative case study projects, incorporating action research. They 

will also provide a forum for support, in addition to that provided by supervisors, 

during the internship process. Additionally, this will assure maximum exposure 

during the candidates’ field experiences to the range/severity/age levels of all 

disabilities covered by the LBS I certification. 

Note: The student teaching experience includes a graduate-level seminar. 

Prerequisites: Completion of all Master’s courses required for special education 

LBS I certification, maintaining a GPA of 3.0; and officially reported passing score 

on the pertinent Illinois certification tests (Basic Skills; Assessment of Professional 

Teaching K-12; Learning Behavior Specialist I [content area]; and Special Education 

Curriculum Test.) 

Bilingual/ESL Endorsement 

From its inception, Aurora University’s College of Education has taken pride 

in keeping abreast of changing trends and needs of the communities it serves. 

Today, the number of immigrant children who are non-native English speakers is


rapidly increasing in public and private schools throughout the United States. 

Because the State of Illinois faces a shortage of teachers in Bilingual/ESL education, 

Bilingual/ESL teaching positions go unfilled each year. 

Aurora University offers the opportunity for certified teachers to become 

endorsed/approved through its coursework for Bilingual/ESL Endorsement. 

Classes are taught by credentialed faculty with extensive experience in leading 

and teaching in a Bilingual/ESL program. 

The programs are offered in two delivery formats: individual course option 

and the cohort model. Courses are situated within a constructivist approach that 

promotes active participation in knowledge acquisition, knowledge restructuring, 

re-inventing knowledge, and experimenting with knowledge to make it meaningful, 

organized and permanent. 

Requirements: 

The program is open to students who hold a Type 03, Type 09, Type 29 Bilingual 

(Type 29 applicant required to provide evidence of having passed the Basic 

Skills Test) or Type 10 certificate. After admission, the candidate must maintain 

a GPA of 3.0 on a 4.0 scale. 

Prior to admission to the College of Education, students seeking Bilingual/ESL 

Endorsement must meet the following requirements: 

1. Complete set of official undergraduate and graduate college transcripts 

and/or original ECE or WES transcript evaluation in sealed envelopes. The 

transcript or evaluation must indicate a completed U.S. bachelor’s degree 

(or equivalent) with a 2.75 GPA. 

2. Submit a completed graduate application and be accepted to Aurora University. 

Bilingual Endorsement Course Requirements 








EDUxxxx Elective from ESL Endorsement Courses 3 semester hours 

The English As A Second Language Endorsement Course 

Requirements 


EDU6130 Cross-Cultural Studies for Teaching ELL 3 semester hours 



EDU6160 Theoretical Foundations of Teaching ESL 3 semester hours 

EDUxxxx Elective from Bilingual Endorsement Courses 3 semester hours 

The elective courses differentiate the two endorsement curricula. A dual 

endorsement for Bilingual Education and ESL may be earned by completing an 

additional elective course (3 semester hours) for a total of 21 semester hours.


Bilingual Education Endorsement 

All Bilingual/ESL courses are open to students who hold a Type 03, 04, 09, 10, 29, or 

50 Certificate from the State of Illinois. 


Foundations of Bilingual Education presents the theoretical basis of bilingual 

development and examines research, theories of dual language acquisition and 

instruction and provides the framework for effective instructional practices in the 

bilingual classroom. Historical trends and legal issues related to bilingual education 

in the United States will be introduced and comprehensive focus will be 

placed on dual language/English as a Second Language development. Participants 

in this course will become acquainted with research that analyzes relationships 

between language development and learning theory, cognitive theories of 

bilingualism and the curriculum, dual language instructional models and the 

effectiveness of bilingual education. 


This course provides participants with strategies, techniques, and skills in teaching 

academic subject matter in and through English. The instructional methods 

presented draw upon several traditions including developmental psychology, 

learning theory and humanistic pedagogy and focus on integrating language with 

content instruction and special education for the English language development 

student, including the gifted and talented. A few of the instructional methods 

covered in Methods and Materials for Teaching ESL include total physical 

response (TPR), the natural Approach, Communicative language Teaching, 

specifically Designed Academic Instruction in English (SDAIE) and the Cognitive 

Language Learning Approach (CALLA). 


Cross-Cultural Studies for Teaching ELL Students focuses on cultural factors that 

influence teaching and learning. This course provides extensive consideration of 

cultural and linguistic diversity, its impact on instruction and strategies for effective 

instruction in the multicultural-linguistically diverse classroom. This is a 

required course for the Illinois State Board of Education ESL/Bilingual Teacher 

Approval. 


This course will provide participants with a comprehensive knowledge foundation 

in the study and development of language programs for ESL/Bilingual students. 

It will have an emphasis on the review of various bilingual and dual 

language program models as well as assessment of English Language Learners 

(ELLs). The course promotes the use of balanced assessment models for student 

evaluation and gives attention to the development of valid and effective teachermade 

tests that include a variety of question types, modalities, promotion of 

higher-order thinking, and allowances for students with different learning needs. 

Participants investigate a variety of language assessments tools including journals, 

logs, portfolios, group projects, reflective papers, student’s interviews, self-evaluations, 

and metacognition. Participants will relate the usefulness and applicability 

of particular assessment tools and models appropriate elements in lesson 

planning and instruction.



Bilingual Program 


This course prepares participants by providing them with the knowledge, skills, 

and competencies needed to meet the needs of all English language learners in 

bilingual contexts. This course has been designed and developed in accordance 

with Illinois English as a New language: Bilingual/English as a Second Language 

Content-Area Standards. Participants will study the theoretical basis, methods, 

and techniques needed for effective teaching in bilingual/bicultural classrooms. 

Accordingly, participants will learn to develop materials to put bilingual theory 

and methods into practice, tailored to meet the needs of individual English Language 

Learner. 

English as a Second Language Endorsement Courses 


This course provides participants with strategies, techniques, and skills in teaching 

academic subject matter in and through English. The instructional methods 

presented draw upon several traditions including developmental psychology, 

learning theory and humanistic pedagogy and focus on integrating language with 

content instruction and special education for the English language development 

student, including the gifted and talented. A few of the instructional methods 

covered in Methods and Materials for Teaching ESL include total physical 

response (TPR), the Natural Approach, Communicative Language Teaching, 

Specifically Designed Academic Instruction in English (SDAIE) and the Cognitive 

Language Learning Approach (CALLA). 


Cross-Cultural Studies for Teaching ELL Students focuses on cultural factors that 

influence teaching and learning. This course provides extensive consideration of 

cultural and linguistic diversity, its impact on instruction and strategies for effective 

instruction in the multicultural-linguistically diverse classroom. This is a 

required course for the Illinois State Board of Education ESL/Bilingual Teacher 

Approval. 


This course will provide participants with a comprehensive knowledge foundation 

in the study and development of language programs for ESL/Bilingual students. 

It will have an emphasis on the review of various bilingual and dual 

language program models as well as assessment of English Language Learners 

(ELLs). The course promotes the use of balanced assessment models for student 

evaluation and gives attention to the development of valid and effective teachermade 

tests that include a variety of question types, modalities, promotion of 

higher-order thinking, and allowances for students with different learning needs. 

Participants investigate a variety of language assessments tools including journals, 

logs, portfolios, group projects, reflective papers, student’s interviews, self-evaluations, 

and metacognition. Participants will relate the usefulness and applicability 

of particular assessment tools and models appropriate elements in lesson 

planning and instruction.



The objectives of this course are 1.) familiarity with the field of linguistics, its subfields 

and its importance in matters of education 2.) exposure to and practice of 

linguistic description at the levels of phonetics/phonology, morphology, and syntax 

in language for the purpose of developing an understanding of language 

structure other than one’s own 3.) knowledge of language variation, language 

change in terms of what these areas tell us about the way people use language 

and how language use comes to be structured in society. 4.) recognition of theories 

and practices involving first and second language acquisition. 

EDU6160 Theoretical Foundations of Teaching ESL 3 semester hours 

This course introduces students to the historical, legal, and theoretical frameworks 

of education for second language learners in the United States. It also identifies 

effective instructional models and teaching practices and defines aspects of 

multicultural education that impact the development of programs for second language 

learners.


OFF-CAMPUS GRADUATE 

EDUCATION PROGRAMS 

Off-Campus Master’s Programs 

The College of Education offers the Master of Arts in Curriculum (M.A.C.I.), 

the Master of Arts in Reading Instruction (M.A.R.I.), and the Master of Arts in 

Educational Leadership (M.A.E.L.) degrees at off-campus site throughout the 

University’s authorized operating region, which includes Illinois and Wisconsin. 

In addition to these degrees, candidates can obtain Type 75 Certification through 

the M.A.E.L. Program and Reading Teacher Endorsement through the M.A.R.I. 

program. An administrative office is maintained at the George Williams College 

campus in Williams Bay, Wisconsin, and courses for the M.A.C.I., M.A.R.I., 

M.A.E.L., M.A.S.E. Type-75 Certification, Reading Specialist and Ed.D. licensure 

programs are offered at that location. Courses offered in Wisconsin meet the 

requirements of the Wisconsin Department of Public Instruction. In addition, 

the University maintains formal partnership affiliations with over 130 school districts, 

educational service centers, museums, and other educational entities for the 

purpose of delivering off-campus University-approved graduate courses in education. 

These courses are designed in cooperation with the various associated 

partners and are designed to enhance the instructional skill and content knowledge 

of practicing K-12 teachers. 

The Off-Campus Master of Arts in Educational Leadership 

Degree requirements for the M.A.E.L. and the Type 75 Certification are similarly 

met by a combination of residency coursework completed on-campus and/or 

at off-campus sites. Overall requirements are the same as for the on-campus program 

(see descriptions in this catalog). 

NOTE: The M.A.E.L. leads to Illinois Type 75 (administrative) certification 

for Illinois residents only; candidates who are Wisconsin residents must file for a 

Wisconsin Code 51 certification. 

The Off-Campus Master of Arts in Reading Instruction 

The degree requirements for the M.A.R.I. are the same as those for the campus-based 

program (see descriptions in this catalog). However, at off-campus sites, 

candidates meet the requirements for their supervised clinical practicum coursework 

by completing University graduate courses delivered in conjunction with 

cooperating organizations. Content course requirements are met through on-site 

intensive courses delivered by full-time and adjunct faculty of the College of Education. 

Many of the content courses contain field experiences in which candidates 

are required to implement reading strategies within their classrooms or with 

tutoring sessions involving a struggling reader.


Meeting Graduation Requirements Off-Campus 

A maximum of six (6) semester hours taken as a graduate student-at-large may 

be applied toward the requirements of the M.A.C.I., M.A.E.L., or M.A.R.I. 

degrees. Candidates who may wish to complete any of these credentials are therefore 

advised to apply for admission as a master’s candidate in the program before 

the 6-semester hour limit. 

All graduate transfer credit from other institutions must be submitted at the 

time of acceptance into the M.A.C.I.., M.A.R.I., and M.A.E.L. programs. Previous 

coursework must have been completed within the last five years; a maximum of 

nine (9) semester hours earned at other regionally-accredited graduate institutions 

may be transferred and applied to the M.A.C.I.., M.A.R.I., and M.A.E.L. programs 

at the discretion of the program faculty. Practicum coursework completed at other 

institutions cannot be transferred toward coursework for degree or certification 

programs at Aurora University. Once a candidate is admitted to the M.A.C.I., 

M.A.R.I. or M.A.E.L. program, a maximum of 18 semester hours earned in each calendar 

year may be applied toward the degree or certification requirements, including 

a maximum of 9 semester hours taken during the summer session. 

Cohort M.A.C.I. and M.A.E.L. Degree Programs and Type 75 

Certification 

This is a complete 36 semester-hour master’s degree program delivered collaboratively 

by way of a partnership between Aurora University and an individual 

school district (or consortium of small districts) to a specified cohort group. 

Courses are presented at the site by College of Education faculty. An elective fieldbased 

component is developed around the strategic needs of the collaborating 

partner. The required courses of the M.A.C.I. degree, (seven core courses) are 

taught by AU faculty. Refer to the general core courses described under Master 

of Arts in Curriculum and Instruction. The elective courses, developed collaboratively 

by AU and the school district, provide the field-based component. Characteristics 

of the elective portion: 

• It may incorporate a school district’s entire staff development offerings. 

• It may be developed around the district’s school improvement directions. 

• It may be derived from the school district’s strategic plan. 

• District faculty meeting Aurora University’s requirements for adjunct 

instructors may fully staff the elective component of the degree. 

• The district may arrange for other qualified staff developers to provide elective 

coursework and/or work with the University to schedule field-based 

electives taught by AU faculty. 

The required courses of the M.A.E.L. degree are designed to meet the Illinois 

Type 75 state certification requirements and Wisconsin Code 10/51 requirements. 

Admission requirements may be modified for cohorts. Entry is dependent 

upon recommendation of the candidate’s immediate supervisor. Course schedules 

developed for cohort members must be the equivalent of on-campus class 

time and conform to on-campus schedules.


Cohort M.A.R.I. Degree Program and Reading Teacher Endorsement 

This is a complete 36 semester hour Master’s degree and certification program 

delivered collaboratively through a partnership formed by Aurora University and 

an individual school district (or consortium of small districts) to a specified cohort 

group. The required courses of the M.A.R.I. degree program are instructed by 

Aurora University faculty. The coursework is designed to meet the Illinois Reading 

Specialist certification (176) and Wisconsin Reading Teacher licensure 316. 

Additional courses in administration are required for Wisconsin candidates to 

meet the Wisconsin Reading Specialist 017 Administrative requirements. Candidates 

interested in obtaining the Wisconsin Reading Specialist Administrative 

licensure should contact the George Williams College campus for further details. 

Candidates can take 24 semester hours of designated courses to obtain Reading 

Teacher endorsement in both Illinois (177) and Wisconsin.


DOCTOR OF EDUCATION (Ed.D.) 


Leadership in Curriculum and Instruction 

The College of Education offers two doctoral degree programs: Leadership 

in Educational Administration and Leadership in Curriculum and Instruction. 

Curriculum and Instruction candidates may emphasize curriculum for K-12 learners 

or adult students. The degrees are available at both the Aurora campus and 

the George Williams College campus in Williams Bay, Wisconsin. These programs 

emphasize the development of expertise in professional practice and are intended 

for individuals pursuing careers as school and district administrators, program 

administrators, staff developers, curriculum developers, teacher educators, classroom 

teachers, education professors, and instructors of adult students. The program 

may be completed in three years and must be completed in six years. The 

first two years are devoted to coursework, and the remaining time to completing 

the dissertation. 

Each fall, a new cohort is admitted on the Aurora campus. Each student 

becomes part of a stable cohort of students. Faculty make an effort to create a 

collegial, friendly and collaborative environment that supports rigorous study. 

The cohort stays together for the three years of the program. The Wisconsin 

cohorts feature a weekend class schedule. 

The full-time faculty in the Ed.D. program are all professors with considerable 

expertise in their subject areas. Because they teach only in the doctoral program, 

they are able to give extensive professional and academic advisement to students. 

Other professors in the College of Education and clinical faculty teach courses in 

the curriculum; these professors are also recognized leaders/experts in their subject 

areas. 

The curriculum is designed to provide a comprehensive program for students. 

The courses and assignments are carefully coordinated and sequenced to facilitate 

student growth from course to course. Graduates will possess broad understandings 

of curriculum and instruction or administration as well as individual 

areas of specialization. 

The Ed.D. program will always offer the courses as they are outlined in the 

curriculum; students can count on course offerings not being cancelled. Courses 

are offered at the same times each year so students can plan their personal schedules. 

The Ed.D. program has the purpose of developing better practitioners. This 

is accomplished by melding theory, academic study, and practice in course readings, 

assignments, and dissertations. 

All candidates receive a strong grounding in research and inquiry. It is possible 

to specialize in quantitative or qualitative methods; historical, philosophical 

and theoretical methods of inquiry can be accommodated. Candidates are 

expected to conduct research in areas relevant to their practice and to apply 

research appropriately.

2009-2011 Graduate Catalog 109 

Admission Procedures for the Doctoral Program 

The candidate must complete the admission portfolio and submit it to Aurora 

University. The admission portfolio will be assessed for the following: leadership 

ability, communication ability and scholarship. To gain admission to the Administrative 

program, candidates must hold an administrative position in their school 

districts. Illinois candidates must also hold the Type 75 Credential. The required 

content for the admission portfolio includes: 

• A completed application form. 

• The names and addresses of at least three references: 

• A person familiar with the candidate’s academic work. 

• A person familiar with the applicant’s professional work such as a principal, 

department chair, etc. (not the same person as below). 

• A person representing the school district/employer who can assess the 

candidate’s leadership potential. 

• One set of official transcripts for all graduate study showing completion of 

an appropriate master’s degree from an accredited university. (See the Web 

page “Policy Regarding Academic Background,” www.aurora.edu/academics/programs-majors/graduate/edd/index.html 

for an explanation of 

what constitutes an appropriate degree). 

• A curriculum vitae or detailed resume that includes work experience, educational 

background, professional experience, professional activities, honors, 

professional publications and/or presentations and other relevant 

information relating to the applicant’s leadership background. Note: Candidates 

should refer to the Web page “Criteria for Review of Candidates for 

Admission”, www.aurora.edu/academics/programs-majors/graduate/edd/ 

index.html to ensure that their curriculum vitae or resume addresses the 

concerns of the admission committee. 

• A personal statement, approximately 1,000 to 2,000 words in length, 

describing present goals and interests and showing their connection to 

prior experiences and to the Ed.D. program. 

• One example of an accomplished scholarly or professional project/product/report/paper, 

etc. which the candidate considers to be an indication 

of leadership and scholarship in curriculum/instruction and/or administration. 

• A reflection on the submitted example, placing it in context and explaining 

clearly how it is a representation of the leadership/scholarship ability 

and potential of the candidate. 

Annual Progress 

After their first year, candidates submit a reflection on their progress toward 

the Ed.D. program outcomes. At the end of their second year, candidates take a 

comprehensive examination in which they apply their learning to issues arising 

from educational practice.


Leadership in Curriculum and Instruction 

Year 1: 

EDU8010 Introduction to Educational Research 4 semester hours 

EDU8110 School Reform/School Renewal: Seminar 3 semester hours 

EDU8130 Foundations for Curriculum Studies 4 semester hours 

EDU8135 Dynamics of Organizational Theory 

and Change 


EDU8150 Technology for Educators 3 semester hours 

EDU8160 Clinical Supervision and Teacher 

MBA6200 

Development 

Human Resources Administration 

(Adult Education Emphasis) 



Year 2: 

EDU8080 Curriculum Design I 3 semester hours 

EDU8100 Quantitative Educational Research 4 semester hours 

OR 

EDU8190 Qualitative Research in Education 4 semester hours 

EDU8170 Curriculum for Race, Gender, Culture and 

Ethnicity 


EDU8180 Leadership and Implementation of Curriculum 4 semester hours 

EDU8220 Teaching: Current Research and Theory 3 semester hours 

EDU8225 Philosophies of Adult Learning 3 semester hours 

EDU8250 Principles and Practices of Assessment and 

Program Evaluation 


Year 3: 

Candidates complete either an advanced research class, EDU8200 or EDU8210, 

plus 3 semester hours of directed study, EDU8830, or they complete 6 hours of 

directed study. Candidates also complete 12 hours of proposal and dissertation in 

EDU8800, for a total of 18 semester hours. 

Doctoral Program Course Descriptions 

EDU7010/8010 Introduction to Educational Research 4 semester hours 

The purpose of this course is to provide an introduction to the major research paradigms 

of educational research: quantitative and qualitative. At the same time, 

the course will provide the skills and knowledge necessary to read critically educational 

research literature. Students will examine current research practices in 

education, analyze research findings related to current educational issues, and 

analyze and evaluate the implications of those findings. 

Prerequisite: Acceptance into the Ed.D. program. 

EDU7100/8100 Quantitative Educational Research 4 semester hours 

This course examines educational quantitative research design and data analysis. 

The course stresses the connections between research design, data analysis, and the 

use of computer software for statistical analysis and reporting. Topics include the use 

of statistical software, the relationship between research design and the appropriate 

selection and use of simple and complex descriptive and inferential statistics. 

Prerequisite: EDU7010/8010.


EDU7110/8110 School Reform/School Renewal: Seminar 3 semester hours 

After examining specific reform/renewal movements in American education history 

and learning about the factors that effect and affect the success of 

reform/renewal, this course will turn its attention to current school 

reform/renewal issues, policy and initiatives and analyze them from historical, 

philosophical, political, economic and social perspectives. This course is considered 

foundational to both strands of the Ed.D. Program in that it provides students 

with necessary background perspectives to understand and discuss current trends, 

issues, research, policies, principles and practices of education in America. 


EDU7120 Policy Analysis/Research in Education 4 semester hours 

This course will focus on the elements of public policy analysis/research. It will 

examine the purposes, conceptual frameworks, methodologies, design and strategies 

which comprise policy analyses/research, particularly the relationship 

between policy evaluation/analysis and decision-making in education. Students 

will be introduced to the analytical tools necessary for policy analysis/research 

and will learn to view policy and policy-making from different perspectives: as 

rational problem-solving, organizational habit, and political settlement; as the 

effort to symbolize key values; as expression or temporary resolution of moral 

dilemmas. The course will address current problems and issues in community 

relations as they affect administrative practices in the areas of policy analysis and 

research. This course will consider internal relationships, such as those among various 

components of the school district and between the board of education and 

the district office. 


EDU7135/8135 Dynamics of Organizational Theory and 

Change 


This course acquaints each student with theories and strategies of organizations 

that impact the administration and organizational development of schools. Additionally, 

students will examine the conceptual and operational steps organizations 

must take to change successfully. This course will analyze critically traditional and 

alternative assumptions about organizations, how they function, and why people 

in organizations behave as they do. Additionally, this course will examine inclusive 

models for community and district development and building positive relationships 

to support education. 


EDU7140 Seminar in Advanced Education Law 2 semester hours 

This course will analyze the impact of state and federal laws on schooling and 

educational practice, and on the interactions among participants in education 

such as teachers, students, parents and administrators. It will also provide educators 

with the conceptual and practical skills to handle the legal function of educational 

administration and to become proactive advocates regarding educational 

policy and law. 


EDU7150 Advanced Human Resources Administration 3 semester hours 

This course will examine various theories, practice and research in human


resources administration. Through fictionalized and local case studies and relevant 

literature, students will learn about patterns and practices in educational personnel 

management, and issues and trends in human resources administration. 


EDU7170 Administration of Educational Facilities 2 semester hours 

Through case studies, field experiences and the literature, this course will explore 

the problems, issues, research and trends in the design, maintenance and utilization 

of educational facilities. 


EDU7190/8190 Qualitative Research in Education 4 semester hours 

Building upon Introduction to Educational Research, the first part of this course 

will examine research design and data collection for a number of types of qualitative 

research: lived experience, narrative inquiry, life history/oral history, focus 

groups, ethnography, case study, documentary research, ethnography, microethnography, 

grounded theory, descriptive/interpretive, critical theory/feminist/action 

research. Issues such as ethics, validity and reliability and the role of the 

practitioner-researcher will be addressed. The second part of this course will 

address data analysis and representation examining types of data analysis and management 

and critical issues in qualitative research. 


EDU7200/8200 Advanced Quantitative Research 3 semester hours 

This course builds upon Introduction to Educational Research and Quantitative 

Research in Education I. The first part of this course will examine advanced topics 

in quantitative research design and data collection, and various data analysis techniques. 

The use of SPSS in data analysis will be stressed. The quantitative research 

concerns of individual students will be addressed in the second part of this course. 

Prerequisite: EDU7100/8100. 

EDU7210/8210 Advanced Qualitative Research 3 semester hours 

Building upon Introduction to Educational Research and Qualitative Research in 

Education I, this course will emphasize data analysis, its assumptions, variations, 

and processes. The course will also examine various ways of presenting and communicating 

the findings of qualitative research, and students will read and analyze 

examples of qualitative research. Issues such as ethics, validity and reliability 

will continue to be addressed. 

Prerequisite: EDU7190/8190. 

EDU7220 Economics of Education 4 semester hours 

This course will focus on the relationship between economics and the provision 

of educational services. Current topics in educational economics such as returns 

to investment in education, school choice, teacher compensation, accountability, 

and privatization of education will be examined. Students will learn how to 

analyze issues from an economic perspective. As well, the course will examine current 

problems in school finance, including costs, ability to support schools, and 

financial implications of educational principles. Problems of federal, state, and 

local school support will be examined. 

Prerequisite: Acceptance into the Ed.D. program.


EDU7225 Curriculum for Administrators 3 semester hours 

This course provides administrators with an overview of how to provide curriculum 

leadership, including designing, aligning, implementing, and evaluating curriculum. 

It examines the curriculum development cycle from concept, through writing 

and piloting, to formative evaluation, revision and implementation. Students will 

focus on aligning a curriculum with other curricula and with state standards. They 

will also discuss providing leadership around professional development. Students 

will complete a practical project that involves evaluating a district-wide curriculum. 


EDU7240 Administration of Technology and 

Technology for Administrators 


As the title suggests, this course will have two foci. The first half of the course will 

concentrate on issues surrounding technology in the schools and on the administrative 

functions that technology requires. The second half of the course will 

concentrate on the functions that technology can play in efficient management 

and management of information. The course will include lab experiences in the 

second half and site visits in the first half. 


EDU7260 The Modern Superintendency 3 semester hours 

Candidates will take this course toward the end of their academic program. As 

such, The Modern Superintendency will provide a practical, capstone experience, 

during which candidates will analyze, synthesize, and apply their knowledge from 

previous courses. The course will take a very broad perspective in examining the 

job of superintendents in today’s schools. Students will examine: 1. the leadership 

characteristics of modern superintendents, 2. the role of the superintendent 

in 21st Century schools, and 3. the many challenges facing superintendents in 

today’s educational environment. 


EDU7270 Assessment for Administrators 3 semester hours 

This course will explore assessment issues faced by administrators, especially issues 

around high-stakes standardized tests. Candidates will address essential concepts 

around interpreting and using assessments, including ethical behavior, reliability, 

validity and interpreting norm-referenced scores. In light of the purposes of 

assessment, they will examine and critically analyze specific testing/assessment 

programs and consider the elements of an ideal district assessment program. 


EDU7830/8830 Directed Study 3 semester hours 

EDU7750 Educational Leadership Internship 3 semester hours 

The Internship in Educational Leadership provides continued practical experience 

in the student’s major field, under close supervision and direction of local 

school district personnel and doctoral faculty members. The internship is defined 

as the process and product that result from the application in a workplace environment 

of the strategic, instructional, organizational, and contextual leadership 

program standards associated with the Ed.D. program at Aurora University. The 

outcome should be a powerful synthesis of knowledge and skills useful to practicing 

school leaders. Each internship is unique to the needs of that particular


doctoral candidate and comes at, or near, the end of the formal program of studies. 

It is understood that effort expending during the internship must be comparable 

to formal coursework. This effort translates into approximately 60-65 

clock hours devoted to the internship for 3 semester hours of credit. 


EDU7800/8800 Dissertation 12 semester hours 

In this course, divided over two or more semesters, the candidates work one-on-one 

with members of their dissertation committee, writing and defending the proposal, 

submitting the proposal to the Institutional Review Board, collecting and analyzing 

data, writing the dissertation, and preparing for the dissertation defense. 

EDU7980/8980 Independent Study 3 semester hours 

EDU8080 Curriculum Design I 3 semester hours 

This course will examine principles and research in the design and development 

of instructional materials and curriculum. The development cycle of conceptualization, 

writing, formative evaluation and revision of instructional materials, 

including textbooks, is examined. The realities of publishing and marketing 

instructional materials are explored as are procedures for evaluating and selecting 

instructional materials. A contemporary curriculum project and research 

related to that project are examined for its assumptions, development process, 

content and effectiveness. Candidates will design instructional materials employing 

best practice in the design. 



This course will examine, interpret critically and evaluate traditional approaches 

to understanding leadership as well as contemporary theories and styles of leadership. 

Students will examine principles underpinning leadership such as their 

own values, personal philosophy and beliefs. 


EDU8130 Foundations for Curriculum Studies 4 semester hours 

The course will examine epistemologies influencing the field of curriculum and 

curriculum development. It will also explore the history of the curriculum field. 

Primary and secondary source readings will be used, as well as analyses of curriculum. 


EDU8150 Technology for Educators 3 semester hours 

This course will examine the theoretical foundations of various perspectives on 

and techniques of learning technologies: Multimedia CD-ROMs, Internet, digital 

libraries, virtual reality, programming languages, computer-assisted instruction, 

intelligent tutoring systems, networks, discussion forums, virtual classrooms, 

schools and universities, etc. As well, the course will include discussions and readings 

about the impact of the technologies on society in general and education in 

particular. Students will be exposed to applications for various curriculum subjects. 

In lab sessions, students will examine specific technologies and design a 

resource site for teachers. 

Prerequisite: Acceptance into the Ed.D. program.


EDU8160 Clinical Supervision and Teacher 

Development 


This is an advanced course in supervision which focuses on the theory and practice 

of supervision and teacher development. The focus will be on supervision as 

an instructional process, the aim of which is to improve instruction. Both pre-service 

and in-service supervision will be discussed. 


EDU8170 Curriculum for Race, Gender, Culture and 

Ethnicity 


This course will examine educational responses to diversity and inequality of educational 

opportunity. Students will examine programs, policies and curricula 

aimed at ameliorating problems faced by disenfranchised groups in contemporary 

P-12 schools. Issues such as race, gender, class, exceptionalities, etc. will be 

addressed. 


EDU8180 Leadership and Implementation of 

Curriculum 


This course will evaluate traditional approaches to leadership as well as contemporary 

theories and styles of leadership. Candidates will examine principles 

underpinning leadership such as their own values, personal philosophy and 

beliefs. Candidates will apply leadership content to the role of Curriculum Director 

in a school district. They will critically analyze selected curricula and curricular 

trends (P-12) from a number of perspectives, develop a curriculum in an 

area of interest and reflect on how to implement the curriculum effectively. 


EDU8220 Teaching: Current Research and Theory 3 semester hours 

This course will explore the research literature on classroom teaching and the 

contrasting conceptual and methodological approaches upon which the research 

is based. The course is designed to help students become knowledgeable about 

the major areas in the field, develop a critical perspective on contrasting paradigms 

and raise questions about the implications of research on teaching for curriculum, 

instruction, evaluation and professional development. 



The course begins by defining common characteristics of adult learners. Readings 

include the research literature on learner-centered instruction. The course 

emphasizes theories of self-regulated learning and motivation, focusing particularly 

on: constructivism, social cognition, efficacy, attribution, and self-determination. 

The course accentuates adult-oriented constructivist methods of teaching 

and learning, including problem-based learning. 


EDU8250 Principles and Practices of Assessment and 

Program Evaluation 


This course explores issues and practices of the evaluation and assessment of educational 

outcomes, including student learning, curriculum effects, program evaluation, 

teacher competency, and the impact of large scale assessment programs.


Students examine and analyze critically specific testing/assessment programs and 

read, analyze and evaluate selected curriculum and program evaluations and 

design a program or curriculum evaluation. Although the course does not have 

a statistical measurement focus, it will require students to read and understand 

assessment results. 


Graduate Faculty — Master’s Programs 

Margaret “Peg” Anderson 

Ron O’Neal 

Henry “Hank” Boer 

Robert Paolicchi 

Kathleen Bradley 

Kim Pittman 

Deborah Brotcke 

Dionnes Rivera 

Thomas Jackson 

Alice Rusevic 

Maribeth Juraska 

Jay Thomas 

Otha Lang 

John Struck 

Roberta Linder 

James Varney 

Dan McAllister 

Pro-Rata Faculty — Master’s Programs 

Lilia Bejec 

Debra LeBlanc 

Melissa Barnes 

Elliott Lenoff 

Dan Bertrand 

Michael Maloney 

Jack Bils 

Robert Marshall 

David Booth 

Lisa Moore 

Jocelyn Booth 

David Moyer 

Rich Carlson 

Dennis O’Connell 

Katherine Desotell 

John Petzke 

Judy Farley 

Margaret Rhodes 

Denise Hobbs 

Ray Rogina 

Barbara Horler 

Cheryl Rosentreter 

Norm Horler 

Eugene Tester 

Gary Jewel 

John Vanko 

Bob Kapheim 

Thomas Watrobka 

Pamela Kibbons 

Phyllis Wilson 

Ralph Kober 

Robert Wulffen 

Doctoral Program Faculty 

Ronald Banaszak 

Marvin Edwards 

Joan Fee 

Kim Pittman 

Sandy Prolman 

Alice Rusevic 

Jay Thomas 

Faith Wilson


COLLEGE OF 

PROFESSIONAL STUDIES


DUNHAM SCHOOL OF BUSINESS 

Mission Statement 

The Dunham School of Business shapes learners into knowledgeable professionals 

who, through critical thinking and communication skills, add value to 

their communities and organizations. 

Core Values 

We offer the following core values as reflective of the fundamental and enduring 

character of the Dunham School of Business: 

• Integrity — We are committed to a sense of fair play, to forthrightness and 

honesty, and to an adherence to ethical values in guiding our actions. 

• Student Centeredness — We honor the commitment to extend ourselves in 

terms of serving the academic and professional needs of our students as 

lifelong learners. 

• Integrative — We recognize and are dedicated to the value of blending the 

theoretical with the real world of practical experience in order to shape 

well-rounded business professionals. 

• Outreach — We seek to serve our community through efforts that extend 

beyond the classroom to share our resources, sound counsel and service to 

our many publics. 

Purpose 

The purpose of the Dunham School of Business is to transform learners into 

developing professional leaders. 

Master of Business 

Administration (M.B.A.) 

The M.B.A. focuses on integrated learning experiences and is designed for 

those students desiring a broad understanding of business operations or one of 

four concentrations. Students may enter the program in any module during the 

calendar year. Students develop problem-solving and team-building skills and 

learn to create an environment in which they can comfortably and confidently 

learn from each other as well as from the faculty. 

It is expected that students entering the program will have some professional 

work experience. The program is designed for the working professional. Classes 

are scheduled on weekday evenings and are also delivered in a weekend format, 

with classes offered on Friday evening and Saturday. Three such weekends in an 

8-week module make up one course. Students entering the program who are not 

undergraduate business majors will be required to take a series of courses 

designed to provide them with the understanding of business necessary to pursue 

graduate-level work in the field.



The general admission requirements are to be found in the section “Graduate 

Admission Requirements.” In addition to the requirements listed there, it is 

expected that applicants to the M.B.A. program will have at least two years of professional 

work experience. An interview with the Director of the M.B.A. program 

is required. 

Attendance Policy 

Attendance is mandatory for all class sections. If a student is to be absent for 

any reason, he/she must discuss the expected absence with the course instructor 


Academic Standards and Evaluation 

Grades will be assigned to each student at the conclusion of each course 

according to the procedures outlined in the section “Graduate Grading System.” 

At the graduate level, a “C” grade indicates less than complete mastery of the 

content of a course. Only two grades of “C” are accepted at the graduate level in 

the M.B.A. program and they must be balanced by two grades of “A.” If a “C” is 

received within the first three courses, the student may be removed from the program 

by action of the program faculty. 

Residency Requirement 

A minimum of 30 semester hours of graduate credit must be earned at Aurora 

University in order to receive the M.B.A. degree. A maximum of 6 semester hours 

of graduate credit may be transferred from an accredited college or university 

and applied to the requirements of this degree. Any course work submitted for 

transfer must be approved by the program faculty and the director. See the section 

“Transfer of Credit” for the conditions governing the transfer of credit. 

M.B.A. Program Detail 

The following courses are required for entry into the M.B.A. program. Normally 

undergraduate business majors will have taken all of these courses and, if 

so, are eligible for entry directly into the program. Majors in other undergraduate 

fields may have had one or more of these courses and, if so, they need not be 

repeated. An interview with the prospective student will determine which prerequisite 

courses will be needed. 

Prerequisite Courses for the Graduate Business Program 

ACC2010 Foundations of Financial Accounting 

OR 

MBA5120 Foundations of Accounting 

ACC2020 Foundations of Management Accounting 

OR 


BUS2010 Legal Environment of Business 

BUS3200 Foundations of Management 

BUS3300 Foundations of Marketing


ECN2010 

OR 

MBA5140 

ECN2020 

OR 

MBA5140 

MTH1120 

OR 

ECN3300 

OR 

MTH2320 

Foundations of Microeconomics 

Foundations of Economics 

Foundations of Macroeconomics 

Foundations of Economics 

Finite Mathematics 

Business Statistics 

General Statistics 

M.B.A. Course Requirements 

The M.B.A. degree requires 36 semester hours: 21 semester hours of required 

core courses plus 15 semester hours from concentration courses and/or special 

topics courses. 

M.B.A. Required Core Courses 

3 semester hours each; 21 semester hours required 

MBA6020 Marketing Management 

MBA6030 Leadership and Organizational Behavior 

MBA6050 Financial Management 

MBA6080 Managing Information Technology 

MBA6100 Strategic Management 

MBA6140 Managerial Accounting 

MBA6500 Global Business Immersion 

OR 

MBA6880 Travel Study: Global Business Experience 

M.B.A. Concentrations 

15 semester hours required from concentration courses and/or special topics 

courses 

(A minimum of 9 semester hours is required within the chosen concentration. 

The remaining semester hours can be chosen from among any other concentration 

or special topics courses.) 

M.B.A. Concentration in Accounting 

3 semester hours each 

ACC5510 Accounting Information Systems 

ACC5520 Governmental and Nonprofit Accounting 

ACC6530 Special Topics in Accounting 

ACC6600 Research and Analysis in Accounting 

M.B.A. Concentration in Human Resource Management 


MBA6200 Human Resource Management 

MBA6210 The SHRM ® Learning System Course 

MBA6220 Human Resource Information Systems 

MBA6230 Strategic Human Resource Management


M.B.A. Concentration in Leadership 


MBA6610 Leading Organizational Development 

MBA6620 Leading Strategically 

MBA6630 Leading Teams 

M.B.A. Concentration in Technology and Operations Management 


MBA6400 Coordinating and Managing Supply Chains 

MBA6410 Operations Strategy 

MBA6420 Innovation and Venture Initiation 


M.B.A. Prerequisite Courses 

BUS2010 Legal Environment of Business 3 semester hours 

This course introduces students to the nature of the legal system in which society 

functions, including criminal law, litigation, basic business agreements, business 

entities and government regulation. 


BUS3200 Foundations of Management 3 semester hours 

The purpose of this course is to introduce students to the fundamental concepts 

and techniques involved in managing today’s dynamic organization. A solid 

grounding in management is essential to successfully guiding organizations. Students 

will become familiar with such basic managerial practices as planning, 

organizing, leading and controlling in a variety of organizational settings. 


BUS3300 Foundations of Marketing 3 semester hours 

In this course, students will be introduced to all aspects of marketing foundations 

and principles with a focus on an application of meeting target customers needs 

and wants. A marketing strategic approach based on product, pricing, promotional, 

and place objectives helps to manage brand building, value delivery, 

methodology, evaluation of market opportunities based on changes in environmental 

business forces. Analyzing marketing problems and providing solutions 

based on critical examination of marketing information will also be included. 


MTH1120 Finite Mathematics 3 semester hours 

Students will be introduced to the tools of finite mathematics: review of basic 

functions, linear equations, matrices, financial mathematics, linear programming. 

It enables the business or social science student to read mathematics and use it 

as a tool. 

Prerequisite: MAT1100 or placement in MAT1120 based on demonstrated student 

outcomes on AU mathematics competency examination.


MBA5120 Foundations of Accounting 3 semester hours 

This course introduces basic financial and managerial accounting concepts from 

the viewpoint of the user. Emphasis is on developing critical decision-making skills 

through the study of problems and cases. It will also cover financial statement 

analysis. 


MBA5140 Foundations of Economics 3 semester hours 

Students will be introduced to the domestic and global economies, business 

cycles, unemployment, and inflation. They will also be exposed to the economic 

decision process of firms and individuals as they attempt to maximize their relative 

well being. 


M.B.A. Core Courses 

MBA6020 Marketing Management 3 semester hours 

The primary purpose of this course is to determine how to develop marketing 

strategy. Students will develop a client focus and learn how to target market. They 

will also study product, distribution, promotion, and pricing strategies. Upon 

completion of this course, the student will be able to conduct market-planning 

analysis, solve common marketing problems, develop marketing strategies, and 

implement introductory marketing campaigns. 

Prerequisite: BUS3300. 

MBA6030 Leadership and Organizational Behavior 3 semester hours 

This course introduces students to an advanced treatment of the behavioral role 

of the leader interacting with others within the organization. It offers a critical 

review of leadership and human behavior, and addresses those behavioral concepts 

that influence such factors as group dynamics, interpersonal relations, and 

ultimately, organizational effectiveness. 

Prerequisite: BUS3200. 

MBA6050 Financial Management 3 semester hours 

This course examines financial theory and activities connected with the organization 

and operations of a business. It explores: the relationship between management 

decisions and financial results, interpretation of financial reports, the 

development of financial projections, the evaluation of investment decisions, the 

relationship between risk and return, capital budgeting under risk and uncertainty, 

the cost of capital, and estimation of the value of a business or a security. 

Prerequisite: MBA6140. 

MBA6080 Managing Information Technology 3 semester hours 

This course explores information as a critical resource of any organization, what 

information systems are, how they affect organizations, and how they can make 

an enterprise more efficient/competitive. Business system concepts, ethical 

aspects, global information and the Internet, and current technological issues 

are studied. 

Prerequisite: BUS3200.


MBA6100 Strategic Management 3 semester hours 

In this course, all functional disciplines are integrated together in an attempt to 

look at and comprehend some of the important issues in strategic management. 

It will concentrate on modern analytical approaches and on enduring successful 

strategic practices. It is consciously designed with a technological and global outlook 

since this orientation in many ways highlights the significant emerging trends 

in strategic management. The course is intended to provide students with a pragmatic 

approach that will guide the environmental analysis, formulation, implementation 

evaluation and control, and the feedback systems needed to have a 

successful strategy. This course will cover strategic and tactical planning, budgeting, 

analysis of decision under uncertainty and change. Issues related to making 

ethical judgment and leadership are also covered. Teams of students complete 

strategic analyses, plans and recommendations for individual companies. 

Prerequisites: MBA6010, MBA6020, MBA6030, MBA6050, MBA6080 and 

MBA6140. 

MBA6140 Managerial Accounting 3 semester hours 

This course will explore and have students utilize the various accounting tools, 

techniques, and knowledge base used by managers to make more effective decisions. 

This course will look at a number of aspects within the accounting decision-making 

framework. These aspects will include: overview of accounting and 

financial reporting, how accountants measure and report, managing financial 

reporting, cost concepts and analysis, product costing and an introduction to cost 

management, analysis for capital investment decisions, and measurements for 

management. Business decision-making will be the focus of this course and the 

business cases approach will be used extensively. 

Prerequisites: ACC2010 and ACC2020 or MBA5120. 

MBA6500 Global Business Immersion 3 semester hours 

This seminar focuses on the differences between domestic and international businesses 

and the impact of the global economy on all functions of business. 


MBA6880 Travel Study: Global Business Experience 3 semester hours 

Offered either on campus or on location at a non-U.S. site, this seminar focuses 

on the differences between domestic and international business and the impact 

of the global economy on all the functions of business. 


M.B.A. Concentration Courses 

M.B.A. in Accounting 

ACC5510 Accounting Information Systems 3 semester hours 

This course is a study of accounting systems design, implementation, and application 

within the functional areas of the firm. Both hardware and software applications 

will be studied. Focus will be on the relationship of hardware and software 

to accounting and internal system controls. 

Prerequisites: ACC2010 and ACC2020 or MBA5120.


ACC5520 Governmental and Nonprofit Accounting 3 semester hours 

This course focuses on accounting and budgeting concepts applied to the management 

of public, not-for-profit, and non-profit organizations: program budgeting, 

fund accounting, and systematic analysis as they apply to public sector and 

not-for or non-profits. 

Prerequisites: ACC2010 and ACC2020 or MBA5120. 

ACC6530 Special Topics in Accounting 3 semester hours 

This course is a study of the theoretical and conceptual aspects of accounting and 

the economic environment in which it operates. One focus will be on the historical 

development of accounting theory and its use as a basis for analyzing contemporary 

issues. This is done in a framework of cases and problems. 

Prerequisites: ACC2010 and ACC2020 and Intermediate Accounting Series. 

ACC6600 Research and Analysis in Accounting 3 semester hours 

This course will develop the students’ ability to structure and conduct a search of 

issues surrounding the appropriate use and application of generally accepted 

accounting principles (GAAP) for financial statements. Students will research 

and discuss complex financial reporting issues and the ethical implications of 

applying GAAP to financial statements taken as a whole, from the perspectives of 

management, government, stakeholders and society. By utilizing comprehensive 

business cases, students will gain an understanding of the current research tools 

and methods available in resolving issues about the application of accounting 

standards in the preparation of financial statements. 

Prerequisite: ACC3120. 

M.B.A. in Human Resource Management 

MBA6200 Human Resource Management 3 semester hours 

This course explores the basic concepts of individual and social behavior as they 

apply to the modern organizational environment and day-to-day issues of human 

resource management. Specific topics include: communication, motivation, training 

and development, compensation, and labor relations issues. Labor relation 

issues include: minority rights, sexual harassment and environmental concerns. 

Emphasis is on organizational development and team building. 

Prerequisite: A course in management. 

MBA6210 The SHRM ® Learning System Course 3 semester hours 

This program is offered in cooperation with the Society for Human Resource Management 

(SHRM ® ) as study material for the Professional in Human Resources 

(PHR) and Senior Professional in Human Resources (SPHR) certification examinations 

administered by HRCI. Modules include: Strategic Management, Workforce 

Planning and Employment, Human Resource Development, Compensation 

and Benefits, Employee and Labor Relations, and Occupational Health, Safety 

and Security. 

Prerequisite: Two years exempt-level HR experience. 

MBA6220 Human Resource Information Systems 3 semester hours 

This course focuses on developing the skills necessary to select appropriate technology 

to transform a human resource function into a strategic business partner. 

Students will participate in hands-on activities including database design, explor-


ing commercial HR software and design of a system to address a specific HR issue 

as they learn to build value-added HR organizations. 

Prerequisites: MBA6200 and a course in information systems. 

MBA6230 Strategic Human Resource Management 3 semester hours 

This course will expose students to the “big picture” at the intersection of Human 

Resource Management (HRM), business policy, and competitive strategy. Students 

will be introduced to the “core competencies” necessary to become successful 

managers of human capital. A broad overview of strategic management 

processes with a special emphasis on the HR function will be the basis for critical 

dialogue on corporate-level and business unit-level strategy formulation and 

implementation. 

Prerequisites: MBA6200 and a course in financial accounting. 

M.B.A. in Leadership 

MBA6610 Leading Organizational Development 3 semester hours 

This leadership concentration course discusses this field in terms of how it has 

evolved during challenging times. Students will explore the literature on leadership 

as it applies to the complexities of the current business environment. In 

addition, the course will focus on what companies can do to develop tomorrow’s 

leaders and how to overcome the inevitable conflict and resistance to change. 

The three subsections are (1) developing tomorrow’s leaders (2) evolution of 

leadership and (3) leading in a complex environment. 

Prerequisite: M.B.A. graduate student. 

MBA6620 Leading Strategically 3 semester hours 

This leadership concentration course addresses how leaders can effectively utilize 

creative strategies. Students will explore innovative strategies for overcoming 

barriers to the ethical resolution of conflict and crisis. Students will also discuss 

moral ethical and legal issues that affect the ability to lead an organization. The 

subsections are (1) conflict resolution (2) crisis strategies and (3) moral, ethical 

and legal leadership (4) leading strategic changes. 


MBA6630 Leading Teams 3 semester hours 

In today’s global marketplace the organizations that thrive are the ones that anticipate 

change and create new adaptations to their business model. Creativity is 

the key to finding new opportunities and establishing a competitive advantage 

through collaborative teams and the use of organizational alliances and strategic 

partnerships. The three subsections are (1) creating competitive advantage 

through teamwork (2) global alliances & partners and (3) emerging topics. 


M.B.A. in Technology and Operations Management 

MBA6400 Coordinating and Managing Supply Chains 3 semester hours 

This course builds on a number of core topics in the M.B.A. curriculum. Topics 

explored include inventory management, distribution economics, retailing operations, 

and supply chain information technology. The course focuses on manag-


ing material and information flows across organizational boundaries from the 

“manager’s perspective” and emphasizes the challenges of managing across functional 

and firm boundaries. Cases are used to put challenges in context. 

Prerequisites: MBA6010 and MTH1800 or ECN3300. 

MBA6410 Operations Strategy 3 semester hours 

This course will prepare students to identify and frame complex strategic issues 

in operations, design operating strategies that address those issues, and take effective 

action to achieve the full potential of the decisions. The course introduces students 

to concepts, tools, and techniques such as the design and evolution of 

multi-site operating networks, the selection and development of process technologies, 

and the creation of operating systems that effectively connect operations 

with suppliers, distribution channels, and customers. Emphasis is given to 

tools that students will need to participate effectively in decision-making early in 

their careers. 

Prerequisites: MBA6010 and MTH1800 or ECN3300. 

MBA6420 Innovation and Venture Initiation 3 semester hours 

This course is divided into two parts: Intrapreneurship and Entrepreneurship. 

Intrapreneurship examines the range of internal and external forces that impact 

technological innovation and growth. Emphasis is placed on managerial initiatives 

that can influence the nature and rate of technology innovation and change, 

technology forecasting and assessment, R&D management, technical planning, 

and the use of organizational models. Entrepreneurship focuses on the strategic 

issues that entrepreneurs must address to exploit opportunities when industries 

are either created or transformed by emerging new technologies. Issues of starting, 

financing, growing, and managing a technology company are addressed with 

topics covering cutting edge business models, technology development and intellectual 

property issues, financing options, culture and human resource development, 

and alliances. 

Prerequisites: MBA6010, MBA6020, MBA6030, MBA6140 and MBA6050. 

Selected Topics Courses 

MBA6810 Selected Topics: Project Leadership 3 semester hours 

MBA6810 

Certificate Programs 

Selected Topic: Strategic Account Management 3 semester hours 

Aurora University recognizes that some individuals seek short, more specialized 

programs of study to support professional growth and offers certificate programs 

in several business-related fields. Each certificate program is designed for 

professionals with time-demanding careers who want to become leaders in the 

complex business environment of tomorrow. 

Certificates are open to students with any undergraduate major and credits 

completed within the certification program are fully applicable to Aurora University’s 

M.B.A. program, provided the candidate meets the M.B.A. admission 

requirement.


Certificates are offered to students who: 

• prefer a certification program as a shorter, more concentrated alternative 

to an M.B.A. degree 

• have already completed a graduate program, but would like to either 

update their skills or focus on another professional skill different from their 

graduate concentration 

• see the program as a short-term goal that may help them to earn a graduate 

degree at a later time. 

Graduate Certificate in Accounting 

This certificate is designed for professionals who are interested in obtaining 

additional accounting skills in the area of managerial accounting and financial 

decision making, accounting information design and implementation and 

advanced accounting topics such as: consolidations of financial statements, segmental 

and interim reporting, foreign currency transactions and translations as 

well as partnership accounting. 

The Graduate Accounting Certificate is comprised of three of the following 

four courses (9 semester hours): 

• MBA6140 Managerial Accounting 

• ACC6550 Accounting Information Systems, Design, Application and Evaluation 

• ACC6530 Special Topics in Accounting 

• ACC6600 Accounting Research 

Graduate Certificate in Human Resource Management 

The Human Resource Management Graduate Certificate is designed for the 

HR Professional who seeks to acquire the critical competencies to meet the everchanging 

demands and challenges faced in the human resource field. 

This concentration is available to students who want to specialize in the 

Human Resource Management profession. 

The Graduate Certificate in Human Resource Management is comprised of 

three of the following four courses (9 semester hours): 

• MBA6200 Human Resource Management 

• MBA6210 The SHRM ® Learning System Course (prerequisite: two years 

exempt-level HR experience) 

• MBA6220 Human Resource Information Systems 

• MBA6230 Strategic Human Resource Management 

Graduate Certificate in Leadership 

The Graduate Certificate in Leadership is designed for individuals who already 

hold a master’s degree or those individuals not ready to pursue the M.B.A. degree 

who desire specialized study in leadership to support their professional growth. 

Certificate programs, in general, are designed to advance skills and provide an 

excellent way to begin the path toward earning an M.B.A. degree.


The Graduate Certificate in Leadership requires: 

• MBA6030 Organizational Behavior and Leadership (from the M.B.A. core) 

Choice of two of the three leadership courses offered: 

• MBA6610 Leading Change 

• MBA6620 Leading Strategically 

• MBA6630 Leading Teams 

Graduate Certificate in Technology and Operations Management 

The Technology and Operations Management Graduate Certificate focuses 

on applied business innovation and how to create value in firms, not only through 

new products and services but also through new technologies, business concepts, 

transaction mechanisms, and distribution channels. The Technology and Operations 

Management concentration encourages students to master concepts and 

research skills directly relevant to business problems. 

The Graduate Certificate in Technology and Operations is comprised of the 

following three courses (9 semester hours): 

• MBA6400 Coordinating and Managing Supply Chains 

• MBA6410 Operations Strategy 

• MBA6420 Innovation and Venture Initiation 

M.B.A. Faculty – Full-Time 

Thomas Berliner 

Ileana Brooks 

David Diehl 

David Dulany 

David Eisinger 

M.B.A. Faculty – Part-Time 

John Aguilar 

Carlos Avila 

Alan Cocconi 

Lisa Dussault 

Douglas Dagenais 

Michael Hensley 

A.J. Novak 

Shawn Green 

Dennis Kripp 

Vincent Pellettiere 

Mary Tarling 

Rick Pretzsch 

Mark Smith 

Curtiss Summers 

John Udelhofen 

Stephen Wells 

Toli Xanthopoulos

SCHOOL OF 

SOCIAL WORK


The Master of Social Work program was founded in 1966 at George Williams 

College. The M.S.W. program emerged from a program in group work administration 

designed to prepare people for human service in voluntary agencies. The 

history of that program can be traced back to 1890. The School of Social Work 

today prepares students for professional social work practice that is responsive to 

the diverse needs of the community. Students are educated to skillfully apply current 

knowledge and humanitarian values toward the promotion of mutual well 

being and the solution of human problems within a holistic context. 

The School of Social Work has its roots in George Williams College which was 

established more than 100 years ago to prepare YMCA leaders and other leaders 

in human service who were a part of the “group work” movement. The program 

prepares graduates to work with vulnerable populations and social problems confronted 

in social work practice, but also to work on a new vision of service delivery 

that is asset-driven, community-based and integrative. 

The School of Social Work delivers two advanced concentrations: a) Clinical 

Practice and, b) Leadership and Community Practice. Both of these advanced 

concentrations prepare the M.S.W. student for professional social work practice. 

The Clinical Practice concentration focuses on theory and experiential education 

aimed toward providing individual, family and group work services to diverse 

populations. The Leadership and Community Practice concentration focuses on 

administration, supervision, political advocacy and community organization work. 

Both of these concentrations flow from the George Williams philosophy, with its 

emphasis on holistic development and prevention services to diverse populations. 

The Social Work program is accredited by the Council on Social Work Education 

(CSWE) at both the B.S.W. and M.S.W. levels. Up to 30 semester hours of 

credit can be granted toward advanced standing in the M.S.W. program for those 

students who have graduated from a CSWE-accredited B.S.W. program. There 

are about 300 students in the M.S.W. program. Both a part-time and a full-time 

program are offered. 

The City of Aurora is the perfect environment for experiential learning with 

its highly diverse population; urban, suburban and rural influence; rapid social 

change; and the challenges of resulting social problems. The University and the 

School of Social Work have several strong partnerships with the Aurora and 

Chicago-area communities. The school offers professionally-guided internship 

experiences that put students who are interested on the front lines of creative 

community initiatives. 

In 2004, a part-time as well as an advanced standing M.S.W. degree program 

began at the George Williams College of Aurora University campus in Williams 

Bay, Wisconsin. The School of Social Work prepares students to be social workers 

who are thoughtful, ethical and courageous in their caring about people. 

School Mission 

The mission of the School of Social Work is to prepare competent and committed 

human service practitioners who will promote the development and 

enhancement of resilient communities, social groups, families and individuals. 

The school seeks to improve quality of life and community well-being and to 

promote social justice with emphasis on oppressed populations and vulnerable 

populations through excellent teaching, scholarship, research and community 

service.


Core Values for the School of Social Work 

As a social work program, we affirm these underlying social work principles 

and believe in their relevance today in empowering people to enhance their lives, 

communities, social service systems and society. 

• A belief in the inherent strengths and coping resilience of people, realized 

in improved social support networks; 

• A focus on the positive and holistic development of people through natural 

communities, groups, and families, thereby supporting prevention and 

contributing to the development of collaborative social service systems; 

• A belief in the capacity of people to empower themselves through mutual 

aid and to advocate for social change when encountering obstacles to individual 

and collective well being; 

• A belief in the social work role to facilitate group and network affiliation, 

particularly for isolated, vulnerable populations; 

• Use of an experiential learning model and the value of developing in a 

learning community. 

Accreditation and Certification 

Council on Social Work Education Accreditation 

The Master of Social Work Program is accredited by the Council on Social 

Work Education (CSWE). The M.S.W. program was first accredited by CSWE in 

1970 and continues to be fully accredited at both the Aurora and Williams Bay 

campuses. The Council on Social Work Education sets guidelines and policies 

which all accredited M.S.W. programs must follow in order to attain their status 

as accredited schools. The M.S.W. Policy Handbook contains the Council’s Curriculum 

Policy Statement which the M.S.W. program follows. CSWE re-evaluates 

and re-accredits M.S.W. programs on a regular basis. 

School Social Work Certification 

Type 73 Certification in School Social Work is authorized by the Illinois State 

Board of Education for students who complete the requirements of the School 

Social Work concentration. The School Social Work curriculum is part of the clinical 

concentration for M.S.W. students. Additionally, the program offers a Post- 

M.S.W. Type 73 Certification curriculum authorized by the Illinois State Board of 

Education for social workers who have earned the M.S.W. degree from a CSWEaccredited 

program and who now want to become an Illinois school social worker. 

Master of Social Work (M.S.W.) 

The primary objective of the M.S.W. program in the School of Social Work is 

to prepare students for advanced social work practice. The student acquires the 

professional foundation of social work knowledge, values and skills in a generalist 

practice social work model. 

The foundation curriculum provides instruction in human behavior in the 

social environment/theories of human development; social welfare and policy; 

social work practice; diverse populations; social work with groups; social work


elective and social work research. Field instruction during the foundation year 

consists of 15 clock hours per week (225 clock hours per semester) during each 

semester for a total of 450 clock hours for the academic year. 

The second year consists of selecting one of two concentrations: 1) Clinical 

Concentration; or 2) Leadership and Community Practice Concentration in 

advanced-level courses in social work theory and practice; advanced social work 

electives; and advanced social work research. Field instruction during the concentration 

year consists of approximately 20 clock hours per week (300 clock 

hours per semester) during each semester for a total of 600 clock hours for the 

academic year. 

M.S.W. Admission Requirements 

Applicants to the M.S.W. program will need: 

1. Liberal arts background 

2. Grade point average of 3.0 overall (on a 4.0 scale) 

3. A “Statement of Purpose” 

4. Three (3) letters of recommendation; one letter should be an academic 

reference (if possible) 

5. Commitment to high standards of personal and professional conduct, as 

reflected in the NASW Code of Ethics 

6. Personal characteristics indicative of the capacity for professional practice 

as evidenced by: 

a. personal maturity 

b. a high level of personal integrity, readiness to identify with the values 

and ethical principles of the social work profession 

c. commitment to social justice and to improvement of the condition of 

vulnerable and oppressed groups 

7. Volunteer or work experience which demonstrates knowledge and interest 

in the field of social work, supported by at least one letter of recommendation 

which addresses the qualities of genuine concern for people, readiness 

to be of service to others, and potential for direct service skills 

Admission Interviews 

Admission interviews are conducted on a selected basis. The interview may be 

conducted via the telephone or in person. If an interview is conducted, the applicant’s 

admission materials are reviewed and questions regarding the M.S.W. program 

are answered. 

Admission Review Process 

The School of Social Work strives to recruit a diverse group of students who 

have had relevant and significant work and life experiences, and who can relate to 

diverse and vulnerable populations. The M.S.W. Admission Committee will consider 

factors relating to the applicant’s academic ability, work, service, and extracurricular 

experience, especially as they relate to promotion and development of 

resilient communities, organizations, social groups, families and individuals. In 

reviewing applications, M.S.W. Admission Committee members evaluate all transcripts, 

the “Statement of Purpose,” and letters of recommendation.


Application Considerations 

Potential applicants for the M.S.W. program should note that a criminal background 

may render them ineligible for a field internship which is a requirement 

to complete the M.S.W. program. The applicant may also be ineligible for licensure 

after graduation. Aurora University and the School of Social Work reserve 

the right to deny admission to the M.S.W. program based on application materials, 

previous academic record and records of past conduct, including but not limited 

to, the results of a criminal background check or registration of a sex offense. 

Provisional Admission 

A student seeking regular admission whose official transcripts or other 

required documents have not arrived by the established deadline due to circumstances 

beyond the applicant’s control and who otherwise meets all requirements 

for admission to the program may be admitted provisionally for one semester. A 

provisional student whose admission status is not complete by the first day of the 

next semester (excluding Summer) will be administratively dropped from classes. 

Conditional Acceptance 

On occasion, an applicant may be accepted into the program conditionally. 

Conditional acceptance requires that an applicant meet certain conditions either 

prior to beginning the M.S.W. program or concurrent with enrollment in the 

M.S.W. program. Applicants being accepted conditionally are notified in writing 

of the necessary conditions that must be addressed prior to full acceptance being 

granted. Full acceptance is required if students are to be permitted to continue 

in the M.S.W. program. 

Advanced Standing Students 

Students who have earned a B.S.W. degree within the last five years from a 

CSWE-accredited institution and who have demonstrated outstanding scholarship 

in social work courses and excellence in the field may apply for Advanced 

Standing for up to one-half of the semester hours (30 semester hours) required 

for the M.S.W. program at Aurora University. Advanced Standing students are 

required to complete SWK6500 Social Work Perspectives on Psychopathology 

offered through the School of Social Work in the Summer prior to Fall enrollment. 

Special admission procedures and standards apply to advanced standing 

applicants. (For additional information on advanced standing, please refer to the 

M.S.W. Policy Handbook). 

M.S.W. Program Options 

The School of Social Work offers two graduate program options leading to the 

Master of Social Work degree: two-year full-time, and three-year part-time. The 

full-time program requires 15 semester hours of coursework for four semesters. 

The part-time program requires 9 semester hours for the first four semesters (first 

two years) and then 12 semester hours per semester in the third year. Advanced 

Standing students may complete the program either as full- or part-time students. 

Full-time Advanced Standing for those who receive full credit for their B.S.W. 

degree complete 15 semester hours of coursework for two semesters in addition


to summer which requires 3 semester hours. Part-time advanced standing requires 

6 semester hours of coursework in each semester in year one, and 9 semester 

hours of course work in each of the semesters in year two. Students will make a 

choice of which plan they will pursue at the time of admission. 

Classes are normally held on Monday and Wednesday or Tuesday and Thursday 

of each semester on the Aurora campus. Classes on the George Williams College 

campus are held typically on Friday evening and Saturday morning. 

Program Prerequisites 

The M.S.W. Program requires that the following prerequisite be met: 

Statistics 

The student needs to have completed a basic statistics course in their prior 

academic program and to have received a “C” grade or better. If this prerequisite 

has not been met in prior academic work, the student needs to make arrangements 

to complete the requirement before enrollment. 

Specific Program Components 

Internships (Field Instruction) 

Field instruction provides students with an opportunity to practice and integrate 

social work theory in the field under the guidance and instruction of an 

experienced social work field instructor. Students may select a field placement 

from affiliated agencies in consultation with the Director of Field Instruction at 

the School of Social Work. 

First-year, full-time students are required to complete a minimum of 15 clock 

hours of field instruction per week during the Fall and Spring semesters for a total 

of 450 clock hours for the academic year. Second-year, full-time students are 

required to complete a minimum of 20 clock hours of field instruction per week 

during Fall and Spring semesters for a total of 600 clock hours for the academic 

year. 

Part-time students begin their field placement in the second year and complete 

approximately 15 clock hours of field instruction per week during each regular 

semester for a total of 450 clock hours for the academic year. Part-time 

students in the concentration curriculum (third year) complete 600 clock hours 

of field instruction for the academic year. 

Course Schedule Time Blocks 

The School of Social Work schedules classes to meet on Monday and Wednesday 

or Tuesday and Thursday. Classes are offered both during the day and in the 

evening. 

Policy and Procedures for School Social Work (Excluding Post-M.S.W. students) 

All graduate social work students interested in taking coursework toward the 

Type 73 Certification must be in good standing with the School of Social Work 

and will be required to complete the following procedures: 

1. Apply to take the ISBE Basic Skills examination. 

2. Take and pass the Basic Skills Exam (preferably before beginning school internship)


3. Complete SWK5610: Social Work Practice with the Exceptional Child which 

meets HB150 guidelines. The course must be completed prior to the second 

year (school) field placement. 

4. Secure a field placement in the public school setting by actively seeking an 

internship. Since internships in the school setting are very competitive, it 

is recommended that students begin to look before the end of January of 

the academic year preceding the second-year (school) field placement. 

5. Complete and return the ISBE 73-44 and ISBE 73-42 by June 15 of the academic 

year preceding the second-year field placement. 

Students who complete these procedures follow the M.S.W. program, clinical 

concentration structure outlined in this book. 

Post-Master Type 73 Program Requirements 

1. The applicant must have earned a Master of Social Work degree from a 

CSWE-approved program. 

2. Applicants must contact the Center for Adult and Graduate Studies for a 

Post-Master Type 73 Program application package and complete the application, 

request one letter of recommendation from a professional in the 

field, and arrange to have their official transcript showing their M.S.W. sent 

to the Center for Adult and Graduate Studies. When all components of the 

application package are received by the Center for Adult and Graduate 

Studies, it is then forwarded to the Associate Director of the School of Social 

Work. All applicants must show proof that they have passed the Illinois State 

Board of Education “Basic Skills” Exam. Information about this exam can 

be found at www.icts.nesinc.com. 

3. Academic requirements include successful completion of the following 

courses: 

• SWK6430 School Social Work Certification Course 3 semester hours 

• SWK5610 Social Work Practice with the Exceptional 

Child 


• SWK6670 Post M.S.W. – Type 73 Advanced Field 

Instruction (minimum of 250 clock hours in the 

field) 


4. We believe that the student should play a vital role in determining his/her 

field placement. As is the case with our regular M.S.W. students, we maintain 

a file with the names, addresses, phone numbers and contact persons 

of schools which have participated as internship sites, from which students 

can choose. Placements need to be arranged before a student can register 

for SWK6430. Students should begin to make arrangements for internships 

in January. 

5. The student must maintain a minimum 3.00 GPA for the entire course 

sequence. 

6. The program must be completed within four consecutive semesters from 

the first semester after being officially accepted into the certificate program. 

Any modification in the program completion plan must have prior 

approval of the School Social Work Program Coordinator.


7. Post M.S.W.-Type 73 students are not required but are encouraged to enroll 

in elective course offerings related to school social work practice as a means 

of rounding out their training experience. 

8. As of July 1, 1988, the State of Illinois requires that anyone seeking professional 

certification to function as a school social worker in public schools 

must pass two proficiency examinations: the Illinois Basic Skills Examination 

and the Illinois School Social Work Examination. The Illinois Basic 

Skills Examination must be passed before entering the program. The Illinois 

School Social Work Examination must be passed before applying for 

the Type 73 certificate. 

Note: Information regarding the exams can be found by calling National Evaluation 

Systems, Inc. at 800-239-8107, or at www.icts.nesinc.com. 

Program Academic Policies 

Student Evaluation 

Professional social work education requires high standards of academic, personal, 

and professional conduct. The educational program at the graduate level 

(M.S.W.) requires the development of ethics and values as well as knowledge and 

skills. 

In accordance with Aurora University regulations, the School of Social Work 

reserves the right to maintain academic standards for admission and retention 

in the social work program at the M.S.W. level, above and beyond compliance 

with the general academic standards of the University. 

Also recognizing that there are professional competencies and conduct not 

measurable by academic achievement alone, the School of Social Work reserves 

the right to make decisions regarding admission and retention based on high 

standards of personal and professional conduct. Because social work education 

involves a significant amount of internship experience and preparation for helping 

vulnerable populations, student evaluation will honor not only the rights of 

students, but also the rights and well-being of clients and others to whom students 

relate in a professional role. 

Four-Year Limit 

Students must complete the program on or before a date four years from the 

date of matriculation. A statute of limitations of five years applies for re-application 

to the M.S.W. program or transfer of credit. 

Credit for Life Experience 

In accordance with the standards of the Council on Social Work Education 

(CSWE), credit may not be given for life experiences. 

Note: Please refer to the M.S.W. Policy Handbook for complete policies and procedures 

of the School of Social Work and Aurora University. 

M.S.W. Program Requirements 

Prerequisite: Statistics (completed a basic statistics course with a grade of “C” or 

better prior to enrollment)


Foundation Curriculum 


Social Welfare 


SWK6140 Social Welfare Policy and Institutions 

Human Behavior and Social Environment 


SWK6150 HBSE I: Theories of Human Development I 

SWK6160 HBSE II: Theories of Human Development II 

Social Work Practice Theory and Methods 


SWK6370 Social Work Practice I: Individuals & Families 3 semester hours 

SWK6381 Social Work Practice II: Group work 1.5 semester hours 

SWK6382 Social Work Practice II: Community Practice 1.5 semester hours 

SWK6390 Social Work Practice with Diverse & 

Vulnerable Populations 


SWK6500 Social Work Perspectives on Psychopathology 

Research 


SWK6250 Research I: SW Research Methods 

Field Instruction 


SWK6730 Field Instruction I: Beginning Internship 

SWK6740 Field Instruction II: Beginning Internship 

Concentration Curriculum 


Social Work Practice and Policy 


SWK6283: Practice & Program Evaluation 

SWK6511 Social Work Practice III: Clinical Theory and Methods 

or 

SWK6512 Social Work Practice III: Leadership and Community 

Practice Theory and Methods 

SWK6521 Social Work Practice IV: Advanced Clinical Knowledge 

and Application 

or 

SWK6522 Social Work Practice IV: Leadership and Community 

Practice Advanced Knowledge and Application 

SWK 6533: Advanced Social Policy 


Social Work Electives 


Advanced Field Instruction 


SWK6750 Field Instruction III: Advanced Internship 3 semester hours 

SWK6760 Field Instruction IV: Advanced Internship 3 semester hours 

Total required to graduate 


Specialization in Leadership through the School of Business 

M.B.A. Program 

M.S.W. students in either the Clinical or Leadership and Community Practice 

Concentrations may take some or all of their electives from the M.B.A. (Master’s 

in Business Administration) Leadership Curriculum. Taking the following M.B.A. 

courses: MBA6030, MBA6610, MBA6620, and MBA6630 results in a Specialization 

in Leadership for the not-for-profit sector, along with the M.S.W. degree. Taking 

MBA6030, and two out of three of the courses cited above entitles the M.S.W. 

student to receive a Certificate in Leadership for the not-for-profit sector. This 

advanced business curriculum is ideal for M.S.W. students interested in learning 

more about business management and administration in the field of Social Work 

and Human Services. 

Please refer to the M.B.A. section of the graduate catalog for course details.


Specialization in Gerontology 

Students in the Clinical Concentration may specialize in gerontology. The 

focus of this specialization is to provide comprehensive gerontology education to 

M.S.W. students in order to enable them to be effective practitioners in the field 

of geriatric services. The specialization in gerontology consists of four required 

courses (SWK5100, SWK5110, SWK6100, SWK6110) which fulfill the elective 

requirements for the M.S.W. program. In addition, students complete their 

advanced field placement in an approved social work gerontology agency. 

M.S.W. Course Descriptions 

Foundation Curriculum 

Social Welfare 

SWK6140 Social Welfare Policy and Institutions 3 semester hours 

Major social welfare programs are reviewed within an overall policy analysis framework. 

Forces that impact on social policy such as American individualism and 

issues such as poverty, racism, and gender inequity are addressed. Historical forces 

which have contributed to the development of current social services are 

reviewed. 


Human Behavior and the Social Environment 

SWK6150 HBSE I: Theories of Human Development I 3 semester hours 

This course, based in an ecological systems perspective, follows human development 

from infancy to adolescence in the context of family and larger environments. 

The course includes research-based knowledge about physical, 

socio-emotional and cognitive development. This course emphasizes both knowledge 

and application of human development theories to social work assessment 

and practice. 


SWK6160 HBSE II: Theories of Human Development II 3 semester hours 

This course, based in an ecological systems perspective, follows human development 

throughout the entire adult lifespan in the context of family and larger 

environments. The course includes research-based knowledge about physical, 

socio-emotional, and cognitive development. This course emphasizes both knowledge 

and application of human development theories to social work assessment 

and practice. 

Prerequisite: SWK 6150. 

Social Work Practice Theory and Methods 

SWK6370 Social Work Practice I 3 semester hours 

This course is the first in a sequence of five practice courses covering the foundation 

and concentration years in the MSW program. In Social Work Practice I, 

students are introduced to specific theoretical and skills-based core concepts of 

generalist, individual, family and couples social work direct practice. 

No prerequisites.


SWK6381 Social Work Practice II: Group Work 1.5 semester hours 

The course examines social work practice from a macro perspective introducing 

group work practice skills. 


SWK6382 Social Work Practice II: Community 1.5 semester hours 

The course examines social work practice from a macro perspective introducing 

community direct practice skills. 


SWK6390 Social Work Practice with Diverse & 

Vulnerable Populations 


This course is an exploration of historical and current economic, social, cultural 

and political forces that affect a wide range of minorities. Focus is on development 

of ethnic-sensitive, culturally competent practice skills. Self-awareness and 

attitudes towards self, others and differences are explored. 


SWK6500 Social Work Perspectives on 

Psychopathology 


This course presents psychopathology through a distinctly social work perspective. 

The course includes bio-psycho-social assessment and treatment models, including 

the use of DSM-IV-R. The course emphasizes assessment, advocacy, direct service, 

interdisciplinary collaboration, and use of community resources and supports. 

The person is not defined by diagnosis or condition. Mental illness is seen 

through a strengths perspective and within a social context. Persons are viewed 

holistically, as participating members of their families and communities. 


Research 

SWK6250 Research I: Methodology 3 semester hours 

This course is the first in a sequence of two required research courses. Students 

are introduced to ethical social work research using scientific inquiry. Class material 

provides an overview of various research methods and design elements. The 

course highlights creating, performing, and evaluating outcomes of practice and 

policies. 


Field Instruction 

SWK6730, 6740, Field Instruction I, II 


Sequence of two consecutive semesters beginning in the Fall. Experience in practice 

in professional agency under instruction of qualified practitioner; a minimum 

of 450 hours over two semesters. 

No prerequisites.


Concentration Curriculum 

Social Work Practice and Policy 

SWK6511 Social Work Practice III: Clinical 

Concentration I 


This course builds upon the generalist practice knowledge and skills acquired in 

the foundation year. Required of students in the Clinical Concentration, the 

course will focus on the major clinical theories and methods essential to working 

in all clinical arenas of the social work practice field. 

Prerequisite: Foundation curriculum. 

SWK6512 Social Work Practice III: Leadership and 

Community Practice Concentration I 3 semester hours 

This course builds upon the generalist practice knowledge and skills acquired in 

the Foundation Year. Required of students in the Leadership and Community 

Practice Concentration, the course will focus on management and administration 

in the human services. Includes decision-making and leadership styles. Basic 

tasks, roles, skills of managers; management processes such as financial and 

human resource management. Use of the competing values framework (a metatheoretical 

model) to integrate management skills of boundary-spanning, human 

relations, coordinating, and directing. 


SWK6521 Social Work Practice IV: Clinical 

Concentration II 


A continuation of SWK6511, this course will further enhance and expand the 

clinical concentration student’s knowledge and skill in clinical social work practice 

with diverse clientele in all types of clinical settings and focuses on an integrative 

approach to clinical social work practice. 

Prerequisite: SWK6511. 

SWK6522 Social Work Practice IV: Leadership and 

Community Practice Concentration II 3 semester hours 

A continuation of SWK6512, this course will prepare the student to do planning, 

administration, and organizing in social service agencies. This is a practice course 

that focuses on a broad range of material related to macro practice. Students will 

be exposed to many of the practice tasks that administrators must deal with to 

perform their roles effectively. 

Prerequisite: SWK6512. 

SWK6533 Advanced Social Policy 3 semester hours 

Examination of policies relevant to social work practice. Health and mental health 

policy. Agency-level policy within the context of state- and federal-level policy. Students 

will utilize a policy practice model to complete policy research projects relevant 

to social work practice. 

Prerequisites: SWK6140, SWK 6370, SWK 6382.


Research 

SWK6283 Practice & Program Evaluation 3 semester hours 

Students will plan, design, and conduct an evaluation study of an intervention or 

program. Students will choose between a single-subject design study or program 

evaluation. The study will relate to the student’s field practicum or another area 

approved by the research professor. 

Prerequisites: SWK6250; completion of statistics course with “C” or better. 

Advanced Field Instruction 

SWK6750, 6760 Field Instruction III, IV 


Sequence of two consecutive semesters beginning in the Fall. Experience in practice 

in professional agency under the instruction of a qualified practitioner; a 

minimum of 600 hours over two semesters. 

Prerequisites: Completion of the foundation curriculum, SWK6730 and SWK6740. 

School Social Work Concentration 

The following courses are required for those who plan to be a school social 

worker. The courses are taken in place of the electives for those not pursuing 

school social work. 

SWK5610 Social Work Practice with the 

Exceptional Child 


This course examines major causes and characteristics of students in the public 

school setting evidencing exceptionality. The psychology, identification, and 

methods of serving exceptional individuals and their families will be considered. 

While the focus of this course is an understanding of the various exceptionalities 

and how that impacts a student’s education, the course will provide a social work 

perspective for practice related to prevention, intervention and evaluation. 


SWK6410 School Social Work Policy and Practice I 3 semester hours 

This is the first of a two-course sequence for students doing their internships in 

the public school setting leading to state certification as school social worker. This 

course focuses on practice. It prepares students to provide school social work services 

to individuals, groups, families, the school system, and the community. This 

course covers the roles of the school social worker and the skills needed to perform 

the various roles. Special attention is given to assessment, prevention, and 

intervention across systems on behalf of school children and their families. 

Prerequisites: Foundation curriculum and SWK5610. 

SWK6420 School Social Work Policy and Practice II 3 semester hours 

This is the second of a two-course sequence for students doing their internships 

in the public school setting leading to state certification as a school social worker. 

This course focuses on policy and legal issues related to providing school social 

work services to individuals, groups, families, the school system, and the community. 

This course covers state and federal special education mandates and other 

laws and policies related to public school children and their families. Special 

attention is given to ethical and legal implications of these laws and policies and 

their effect on the education of children. 

Prerequisite: SWK6410.


Social Work Electives 

SWK5100 Social Work Gerontology: Social Work & 

Older Adults 


Major theories of aging and their implications for social work practice. Focus is 

on community services for the aged and an examination of current issues and 

trends related to the service delivery system. Required course for gerontology 

specialization. 


SWK5110 Social Work Gerontology: Biology and 

Health of Aging 


Overview of normal changes of aging and the major health concerns related to 

the later years. Required course for gerontology specialization. 


SWK5300 Forensic Social Work 3 semester hours 

Introduction to social work and the criminal justice system through the study of 

mental health and its interaction with the law. Students review the care and treatment 

of offenders (who are mentally ill) in the criminal justice system. 


SWK5710 Child Welfare Services 3 semester hours 

Theory, principles, issues, and trends in social work with children and youth; 

common and special needs. Case management, treatment planning, case monitoring. 

Exploration of authority-helper role and problems of working with nonvoluntary 

clients. 


SWK5740 Family Violence: Issues and Intervention 3 semester hours 

Socio-cultural analysis of victimization in the family, with particular focus on the 

problems of battering and sexual abuse. The course addresses, through the examination 

of various theoretical perspectives, the question of violence against 

women, child physical abuse/neglect/sexual abuse; and the problem of elder 

abuse. 


SWK5750 Substance Abuse 3 semester hours 

Presented from an ecological and family systems perspective, this course provides 

current information that will enhance the student’s ability to work effectively with 

individuals and families who are both directly and indirectly affected by substance 

abuse. Emphasis is placed on current research. Relevant social policies and societal 

attitudes are considered. 


SWK5770 Social Work with Older Adults 3 semester hours 

This course consists of the study of major theories of aging and their implications 

for social work practice. Focus is on community services for the aged and an examination 

of current issues and trends related to the service delivery system. 

No prerequisites.


SWK5790 Social Work Practice and Sexual Diversity 3 semester hours 

Course provides students with a knowledge base critical in developing an understanding 

of, and appreciation for, people of diverse sexual identities and gender 

expressions. Intent of course is to develop social workers who are capable of working 

with sexual minorities from a theoretically integrative perspective. 


SWK5810 Selected Topics 3 semester hours 

Selected topics that support foundation social work courses and are of interest to 

students but are not a regular part of the curriculum. 


SWK6030 Bereavement Counseling 3 semester hours 

This course presents the theoretical framework for working with bereaved individuals 

and an examination of cultural attitudes toward death, other life losses, 

and what effect these attitudes have on individual grief reactions. This course 

highlights the therapeutic skills needed when working with the bereaved. 


SWK6040 Social Work and Spirituality 3 semester hours 

This course presents the knowledge and skills needed to provide social services 

to persons with spiritual needs and dilemmas. A person-in-environment perspective 

is used in understanding the meaning of spirituality for clients and appropriate 

methods to utilize in responding to them. 


SWK6060 Fundraising for Social Work 3 semester hours 

Conceptualization and implementation of soliciting and acquiring income 

through philanthropy and other private donations, grants, fee for service, investment 

and other means geared to the special needs of nonprofits. 


SWK6100 Social Work Gerontology: Assessment and 

Intervention with Older Adults 


Health issues presented by older adults such as depression, Alzheimer’s disease, 

adjustment disorders due to relocation or loss of loved ones and chronic illness. 

Successful treatment models with older adults will be presented Advanced study 

of clinical treatment of older adults. Focus on different mental framed in the life 

course perspective. Required course for gerontology specialization. 

Prerequisite: SWK6511 or concurrent enrollment; or consent of professor. 

SWK6110 Social Work Gerontology: Families & Groups 3 semester hours 

Study of older adults in group settings including the family, community living, 

work environment, and society. Required course for gerontology specialization. 

Prerequisites: SWK6370, SWK6381 or consent of professor. 

SWK6440 Advanced Social Work Practice with 

Individuals 


This advanced social work practice elective focuses on contemporary approaches 

to directed social work practice with individual client systems. 

Prerequisite: Foundation curriculum.


SWK6450 Advanced Social Work Practice with Families 3 semester hours 

This advanced social work practice elective emphasizes the ability to assess and 

engage families and to plan and implement effective interventions with a wide 

variety of families. 


SWK6460 Advanced Social Work Practice with Couples 3 semester hours 

This advanced social work practice elective will focus on a variety of theories and 

approaches to social work practice with couples. 


SWK6470 Advanced Social Work Practice with Children 3 semester hours 

This advanced social work practice elective will encompass the theory, methods 

and skills necessary for understanding and working with children on all levels of 

social work practice. 


SWK6480 Advanced Social Work Practice with 

Adolescents 


This advanced social work practice elective will examine a variety of theoretical 

and practical approaches to working with adolescents and their environment. 


SWK6810 Selected Topics 3 semester hours 

Selected topics that support advanced social work practice courses and are of 

interest to students but are not a part of the regular curriculum. 


SWK6830 

SWK6980 

Directed Study 

Independent Study 

Post-M.S.W. Type 73 School Social Work Courses 

SWK5610 Social Work Practice with the 

Exceptional Child 


This course examines major causes and characteristics of students in the public 

school setting evidencing exceptionality. The psychology, identification, and 

methods of serving exceptional individuals and their families will be considered. 

While the focus of this course is an understanding of the various exceptionalities 

and how that impacts a student’s education, the course will provide a social work 

perspective for practice related to prevention, intervention and evaluation. 


SWK6430 School Social Work Certification Course 3 semester hours 

This course is designed for post-M.S.W. graduate students seeking school social 

work certification from the Illinois State Board of Education. It provides an orientation 

to social work practice in the public school setting. It covers important 

historical, legal, and political developments that affect the modern day roles and 

functions of the practitioner in the school setting. The course provides a basic


understanding of the types of students served, resources and knowledge needed 

to deliver services and an overview of the public school system. This course is a 

requirement for state certification as a school social worker. 

Prerequisites: M.S.W. post-graduate and approval by School Social Work Coordinator. 

SWK6670 Field Instruction: Post-Master’s School 

Social Work 


This course is designed for students in the post-graduate program leading to state 

certification for school social work. This field course is designed to integrate the 

prior professional experiences of students who have practiced social work outside 

of the public school setting with the unique knowledge and skills required by 

this setting. Students, in conjunction with the school of social work and their field 

instructors, design a unique learning experience that allows them to transfer skills 

developed in other settings to the public school arena and to learn addition 

knowledge and skills necessary for providing school social work services. Instruction 

limited to post-master’s students. 

Prerequisite: Consent of School Social Work Coordinator. 

School of Social Work Faculty 

Julie Bach 

Brenda Barnwell 

Rob Castillo 

Donette Considine, Associate Director 

Robert Daugherty 

Henry Kronner 

Fred McKenzie, Director 

Don Phelps 

Susan Ross 

Janet Yanos 

Charles Zastrow 

Adjunct Faculty 

Adjunct faculty will vary each semester depending on the need for instructors. 

All adjunct faculty teach courses that draw upon their expertise. All adjunct faculty 

have an M.S.W. degree.


GEORGE WILLIAMS 

COLLEGE OF 

AURORA UNIVERSITY


George Williams College of Aurora University is located on the shores of 

Geneva Lake in Williams Bay, WI. This beautiful campus was founded in 1884 as 

a summer training program for YMCA leaders. Since that time, the campus has 

been a source of inspiration, education and renewal for thousands of visitors and 

students. In 1992, Aurora University and George Williams College traditions 

blended when the two institutions entered into an affiliation agreement that 

paved the way for a merger eight years later. Thus, in 2000, the campus officially 

became part of Aurora University. Together, these campuses are dedicated to the 

transformative power of learning. 

For George Williams College that means a unique commitment to the nontraditional 

student: the working adult returning to college. With convenient weekday 

nights or weekend programs, students are able to complete their education 

without inconveniencing their daily activities. In addition, George Williams 

College offers a residential program for those graduate students seeking to reside 

on campus. A beautiful location on Geneva Lake in Williams Bay, Wisconsin, 

allows students to enjoy a calm, reflective environment that supports their goals 

and aspirations. Internships are also available in the Recreation Administration 

program. 

George Williams College offers graduate and doctoral academic programs in 

the fields of business, recreation administration, social work and education. 

George Williams College offers the following graduate and doctoral programs: 

• Master of Arts in Teacher Leadership, Earth and Space Science 

with science endorsement 

• Master of Arts in Teaching with Certification 

• Master of Arts in Curriculum and Instruction 

• Master of Arts in Educational Leadership 

• Master of Arts in Reading Instruction 

• Master of Arts in Special Education 

• Post-Baccalaureate Teacher Certification 

• Master of Business Administration 

• Master of Science in Recreation Administration 

• Master of Social Work 

• Doctor of Education 

• Curriculum and Instruction/K-12 Emphasis 

• Curriculum and Instruction/Adult Education Emphasis 

• Educational Leadership 

• Certificates and Endorsements 

• English Language Learner Endorsement 

• Business Leadership Certification



Leadership in Earth and Space 

Science (M.A.T.L.) 

George Williams College of Aurora University has created a master‘s degree in 

Teacher Leadership in Earth and Space Science Education. The program is 

designed for Pre-K-12 teachers who want to increase their knowledge of earth and 

space science and learn new ways to work with students in the classroom. The program 

is designed to explore how humans affect the environment and how the 

environment affects humans. 

All classes in the program are taught on the George Williams Campus in 

Williams Bay, Wisconsin. The classes include field work, lab work and classroom 

discussions. Geneva Lake, Yerkes Observatory, glacial and other landscapes in 

the area are used to provide hands-on experiences for the teachers. 

The courses are designed so that teachers can take the materials from the class 

directly to the classroom. The program emphasizes how to develop curriculum 

and assessment to go along with the subject matter that the teacher is learning. 

Science classroom and laboratory management are discussed in connection with 

the science activities in the program. As a part of the program, teachers will 

research current topics in science and science education. This program can lead 

to an endorsement in science. 


• Establish teacher leaders in earth and space science education in order to 

be able to lead the effort to improve teaching and learning of earth and 

space science in the teacher’s own school and district. 

• Deepen teachers’ understanding of earth and space science content knowledge 

by focusing on concepts and connections among the various branches 

of earth and space science so it is understood as a coherent whole. 



• Improve earth and space science teaching skills of graduate student participants 

so their middle school and high school students understand, apply 

and retain knowledge of earth and space science over time. 

• Understand scientific literacy, identify scientific issues, explain phenomena 

scientifically and use scientific evidence. 


PART A. Teacher Leadership Requirements 18 semester hours 








3 semester hours


TLDR6300 

TLDR6500 

Completion of Action Research for Teachers 

of Earth and Space Science 

Technology in Teaching Mathematics and 

Science 



PART B. Earth and Space Science Content and 



NSM5010 Physical Geology of Earth’s Surface for 

Educators 


NSM5020 Fundamentals of Meteorology for Educators 3 semester hours 

NSM5030 Water Resources for Educators 3 semester hours 

NSM5040 Severe Weather and the Physics of 

Meteorology for Educators 


NSM5710 Planets and Moons for Educators 3 semester hours 

NSM5715 The Sun and Life Cycles of Stars for Educators 3 semester hours 

NSM5720 The Milky Way, Galaxies, and the Structure 

of the Universe for Educators 


NSM6010 Oceanography/Limnology for Educators 3 semester hours 

NSM6020 Current Topics in Earth Science for Educators 3 semester hours 

PART A. Teacher Leader Endorsement Requirements 

18 credit hours 


This is the first course in the teacher leader strand of courses. The goal of this experience 

is to increase participants’ understanding of teacher leader roles in schools 

through a study of teacher leader attributes and behaviors. Students will create a 

personalized learning plan that demonstrates their understanding of teacher leadership 

attributes and behaviors and provides evidence of their own professional 

growth in order to be able to act as role models for others. Such evidence might 

take the form of participant-created lessons, activities, assessment tasks, presentations, 

journal articles and/or action research into teacher leadership issues. 



of Learning 


This course will focus on curriculum goals and implementation, a mix of theoretical 


assessment and evaluation in schools; recent developments in curriculum; learning 

research; and alternate modes of presentation. 



Dynamics 



dynamic context and needs of the mathematics and science classroom. This 






curriculum choices and teaching methods will be examined. Teachers will





organization, communication and instructional strategies. 


EDU6000 Action Research for Teacher Leaders in 



Action research is a disciplined process of inquiry conducted by and for those 

taking action. The primary reason for engaging in action research is to assist the 



to the student’s classroom. The course initiates a professional conversation 

among the candidates about the major issues in the teaching and learning of 

mathematics and science. The questions that emerge become the focus for independent 

inquiry to develop topics for further investigation in this course and in 

the following course action research project. 


EDU6300 Completion of Action Research for Teachers 

of Earth and Space Science 


This course serves as a review of the development of emerging best instructional 

practice in the American classroom. Emphasis is given to implementation of 

instructional strategies resulting from educational research. Teacher internships 

may be appropriate for the completion of this research course. 


EDU6500 Technology in Teaching Mathematics and 

Science 


This course studies the impact of technology on curriculum design, classroom 

practice, and the learning patterns of candidates with emphasis on the integration 

of multimedia, telecommunications, authoring systems, and interactive resources 

throughout the instructional program. This course can be taken as an internship 

with members of the partnership. Elements of the course will be distributed 

throughout the curriculum. 


PART B. Earth and Space Science Requirements 


NSM5010 Physical Geology of Earth’s Surface 

for Educators 


This course will provide a general overview of the physical processes that have 

formed earth’s surface. Covered topics will include rocks and minerals, the rock 

cycle, sedimentation, volcanism, plate tectonics, weathering and mass wasting and 

landforms. The study of landforms will include streams, deserts and glaciers. The 

course will include a one-day field trip to study local glacial topography. Google 

Earth, topographic maps, aerial photographs, and topical videos will be used to 

augment lecture topics. Teaching materials and methods of teaching geology will 

be discussed in relationship to these topics. Methods of teaching reading in science 

will be a focus of this course. Students will be involved in activities, group dis-


cussions, data analysis, sharing experiences and readings. There are no prerequisites 

for this class, but basic knowledge of mathematics (scientific notation, contour 

and elevation calculation, probability, slope) and previous experiences with 

teaching science and/or mathematics will be helpful. Lab work will be integrated 

into classroom study and will include hands-on, written and web-based exercises 

to provide educators with a variety of choices for classroom use. 


NSM5020 Fundamentals of Meteorology for Educators 3 semester hours 

This course will provide a general overview of the meteorological processes that 

drive earth’s weather. Covered topics will include forecasting; basic meteorological 

processes, such as air pressure, temperature, wind and water states; storm 

development; global weather patterns; and climate history and change. Topical 

videos will be used to augment lecture topics. Teaching materials and methods of 

teaching meteorology will be discussed in relationship to these topics. Students 

will be involved in activities, group discussions, data analysis, and sharing experiences 

and readings. There are no prerequisites for this class, but basic knowledge 

of mathematics and previous experiences with teaching science and/or mathematics 

will be helpful. Lab work will focus on weather forecasting and will include 

short-term forecasts made from sky observations and short- and long-term forecasting 

using online and computer sources. Group discussions will be held to 

compare and discuss forecasting results. 


NSM5030 Water Resources for Educators 3 semester hours 

Water is the very thing that makes earth habitable for life as we know it. This 

course will provide the student with an understanding of water, the water cycle 

and its components. Students will explore some basic principles of water and 

why it behaves the way it does. These principles will be related to everyday life and 

our dependence upon water for our survival. Basic concepts of water use, water 

quality, quantity and water law will be discussed. Teaching materials and methods 

of teaching will be discussed in relationship to these topics. Methods of teaching 

reading in science will be a major focus of the class. Students will come out of the 

class with a better understanding of the importance of water to everyday life and 

the need to better manage it for sustainability. They will be exposed to researching 

the literature and preparing and evaluating water resource curriculum. There 

are no prerequisites for this class. A basic knowledge of mathematics, scientific 

notation, chemistry and physics will help. Field trips will expose the students to 

some of the present techniques in water quality monitoring for surface, ground 

and atmospheric water and visually experience a watershed. 


NSM5040 Severe Weather and the Physics of Meteorology 

for Educators 


This course will provide an in-depth study of severe weather processes and the 

physics behind those processes. Covered topics will include the physics of pressure, 

temperature, motion (wind) and moisture; atmospheric instability; severe 

storm development and the characteristics of severe storms (supercells, squall 

lines, microbursts, outflow boundaries); unusual cloud and wind patterns; lightning 

(charge imbalance and static electricity); supercell tornadoes; and forecast


models. Topical videos will be used to augment lecture topics. Teaching materials 

and methods of teaching meteorology will be discussed in relationship to these 

topics. Students will be involved in activities, group discussions, data analysis, 

sharing experiences and readings. Fundamentals of meteorology is a prerequisite 

for this class. Basic knowledge of mathematics and previous experiences with 

teaching science and/or mathematics will be helpful. Lab work will focus on 

weather forecasting using a variety of computer models. Group discussions will be 

held to compare and discuss forecasting results. 

Prerequisite: Knowledge of fundamentals of meteorology. 

NSM5710 Planets and Moons for Educators 3 semester hours 

This course will provide a general overview of the solar system including planets, 

moons, asteroids, and comets. The relationship between gravity and the structure 

of the solar system will be examined. Teaching materials and methods of teaching 

astronomy will be discussed in relationship to these topics. Methods of teaching 

reading in science will be a focus of this course. Students will be involved in 

activities, discussions, astronomical observations, data analysis, sharing experiences 

and readings. This course is about the structure of planets, moons and 

methods of teaching science and mathematics. There are no prerequisites for 

this class, but previous experiences with teaching science and/or mathematics 

will be helpful. 


NSM5715 The Sun and Life Cycles of Stars for 

Educators 


This course will provide a general overview of the relationships between the sun and 

the earth, the structure of the sun, and the life cycle of stars. The physical processes 

that drive solar processes and the life cycle of stars will be examined. Teaching 

materials and methods of teaching astronomy will be discussed in relationship to 

these topics. Methods of teaching reading in science will be a focus of this course. 

Students will be involved in activities, discussions, astronomical observations, data 

analysis, sharing experiences and readings. This course is about the earth-sun relationships, 

the structure of the sun, the life cycle of stars and methods of teaching 

science and mathematics. There are no prerequisites for this class, but previous 

experiences with teaching science and/or mathematics will be helpful. 


NSM5720 The Milky Way, Galaxies, and the Structure 

of the Universe for Educators 


This course will provide a general overview of the structure and physical processes 

in the Milky Way. The course continues with an examination of other galaxies 

compared to the Milky Way and implications for understanding the structure of 

the universe. Teaching materials and methods of teaching astronomy will be discussed 

in relationship to these topics. Methods of teaching reading in science 

will be a major focus of the class. Students will be involved in activities, discussions, 

astronomical observations, data analysis, sharing experiences and readings. 

This course is about the structure of galaxies, the universe and methods of teaching 

science and mathematics. There are no prerequisites for this class, but previous 

experience in teaching science and/or mathematics will be helpful. 

No prerequisites.


NSM6010 Oceanography/Limnology for Educators 3 semester hours 

Lakes and oceans are unique environments that are similar yet different in many 

ways. This course will provide the student with an understanding of both fresh 

water lakes and salt water oceans. Students will explore the basic chemical, physical 

and biological aspects of both. Students will be exposed to researching the 

literature and preparing and evaluating curriculum for both. Teaching materials 

and methods of teaching oceanography and limnology will be discussed in 

relationship to these topics. Methods of teaching reading in science will be a 

major focus of the class. There are no prerequisites for this class. A basic knowledge 

of mathematics, chemistry and physics will help. A field trip and lab exercises 

will expose the students to some of the present techniques in water quality monitoring 

for lakes and oceans. 


NSM6020 Current Topics in Earth Science for Educators 3 semester hours 

This course will serve as a capstone course. It will explore the controversy surrounding 

the current topics in earth science focusing on earth’s four spheres. 

Both man-made causes and natural variability will be studied. Students will study 

how the current topic affects the earth’s cycles. Topical videos will augment lecture 

topics. The course will include online research of articles pertinent to the 

day’s lecture. Students will be asked to find controversial articles and use small 

groups to discuss and think critically about the topics. After learning about a topic, 

students will discuss how that topic affects the earth and humans. Students will 

keep a journal of these discussions. A typical day will include lecture, followed by 

individual research and web-based topical activity, followed by group discussion. 

There are no prerequisites for this class, but basic knowledge of mathematics and 

previous experiences with teaching science and/or mathematics will be helpful. 


Master of Arts in Teaching with 

Certification (M.A.T.C.) 

The Master of Arts in Teaching with Certification is a comprehensive program 

that offers students the opportunity to earn both a master’s degree and an initial 

elementary education certificate. This degree program is intended for students 

who have already earned a bachelor’s degree in which Aurora University is 

approved to recommend granting of certification from a regionally accredited 

institution of higher learning. Because of our unique stature in two states, we are 

able to offer teacher certification in both Illinois and Wisconsin. 

The current M.A.T.C. program is under review. As modifications to the program 

are made, students will be informed. Students will be held harmless in 

cases of adverse impact on their programs of study. 

Master of Arts in Teaching with Elementary 

Education Certification 

36-44 semester hours 

Students are required to complete the following core courses: 



Assessment 

3 semester hours


EDU5265 Educational Psychology and Assessment 4 semester hours 

EDU5335 Teaching Fine Arts: Elementary 2 semester hours 

EDU5360 Teaching Mathematics and Science 4 semester hours 

EDU5445 Teaching Physical Education: Elementary 2 semester hours 

EDU5480 Teaching Reading and Language Arts 4 semester hours 

EDU5655 Reading and Writing in Content Areas 2 semester hours 


EDU6755 Student Teaching 12 semester hours 

The following courses are required by the Illinois State Board of Education 

for a middle school endorsement and by the state of Wisconsin for an elementary 

1-8 license: 



If seeking middle school mathematics endorsement, the candidate must also 

complete: 

EDU5450 

Methods of Teaching Mathematics: 

Middle School 




of nine (9) semester hours of graduate credit from regionally-accredited 


Transfer credit must be accepted prior to enrollment in your first course. 


transfer credit. 

Note: Refer to course descriptions under College of Education. 

Post-Baccalaureate Certification Program 

The Illinois Board of Education and education accrediting bodies require institutions 

offering initial Secondary Certification for teachers to be mindful of content 

requirements. To this end, Aurora University has designed a certification-only 

program for those students seeking initial secondary certification. The four content 

areas of secondary certification offered by Aurora University are Biology, 

English, History, and Mathematics. This degree program is intended for students 

who have already obtained a bachelor’s degree from a regionally accredited institution 

of higher learning. Courses generally meet in the evening, once per week, 

during the academic semester. 

Admission Requirements for Secondary Certification: 

Prior to admission to the College of Education, students seeking certification 

at the secondary level in the Secondary Certification Program will have all undergraduate 

transcripts evaluated for content area requirements. Notification of 

content courses that will need to be taken prior to student teaching will be 

attached to the formal acceptance letter from the University. 

Admission Requirements are as follow: 

1. Complete a baccalaureate degree from a regionally accredited institution of 

higher learning with a grade point average of 2.75 or above. The degree must 

be documented by official transcripts. Submit a completed graduate application 

and be accepted by Aurora University.


2. Submit a passing score of the Illinois Certification Testing System’s Basic Skills 

Test or Wisconsin Praxis I. 

See p. 83 for information on continued coursework leading to the Master of 

Arts in Curriculum and Instruction (M.A.C.I.) degree. 



of nine (9) semester hours of graduate credit from regionally-accredited institutions 

of higher learning for application toward elective degree requirements. Transfer 

credit must be accepted prior to enrollment in the first course. Graduate faculty 

reserve the right to decide on the applicability of any and all transfer credit 

Program Requirements for Secondary Certification 


Environment 



Assessment 





EDU5826 Secondary Methods of Teaching Biology, 

English/Language Arts, Mathematics, or 

Social Studies 



OR 


OR 



Additional courses required for Wisconsin 6-12 license or optional courses for 

Illinois middle school endorsement: 

EDU 5440 Middle School: Missions and Methods 4 semester hours 

EDU 5370 Adolescent Development and Learning 4 semester hours 


Master of Arts in Curriculum 

and Instruction 

The Master of Arts in Curriculum and Instruction is designed for experienced 

classroom teachers. This program provides selected graduate studies to improve 

and enhance the delivery of classroom teaching and learning experiences. The 

program concentrates on a student-centered approach to teaching and learning 

and will provide the opportunity for the teacher to become a lifelong reflective 

practitioner. The program combines classroom study with on-the-job assignments 

that enable students to test theory against practical reality. 

Aurora University is dedicated to offering the highest quality program available 

for the classroom teacher. The staff is comprised of experienced instructors with 

terminal degrees in this profession. We have designed the program specifically for 

working individuals, and understand the need for flexibility.


Degree Requirements for Master of Arts in Curriculum and Instruction 

• 21 semester hours in core courses 

• 15 semester hours in courses selected in conjunction with graduate program 

advisor 

General Core Courses: 21 semester hours required for all programs 








Education Electives: 15 semester hours from master’s-level education courses. 

See your advisor for details. Many additional electives are available through 

the University’s network of collaborating academic partners. Complete listings 

are available in the College of Education Office. 


Master of Arts in Educational 

Leadership (M.A.E.L.) 

The Master of Arts in Educational Leadership will provide students with knowledge, 

skills and dispositions necessary to perform successfully in the elementary 

and secondary schools as principal, assistant principal or curriculum director. 

Aurora University is dedicated to offering the highest quality program available 

for potential administrators. The faculty is comprised of experienced instructors 

with terminal degrees in this profession. The program is designed specifically for 

working individuals. This program provides a comprehensive theoretical and 

practical format which allows students to use the knowledge and skills presented 

in the class in order to become effective administrative professionals. 

Because of our unique stature in two states, students who complete the program 

are eligible for the Code 51 and Code 10 licenses in Wisconsin and the Type 

75 certificate in Illinois. 

The course plan requiring 36 semester hours is as follows: 

Curriculum – 6 semester hours 



Educational Research – 6 semester hours 


EDU6080 Introduction to the Practicum/Internship 3 semester hours 

Supervision and Staff Development – 6 semester hours 


EDU6620 School Supervision 3 semester hours


Schools and Public Policy – 15 semester hours 






Clinical Experience – 3 semester hours 

EDU6670 Practicum in Educational Leadership 3 semester hours 


Master of Arts in Reading 

Instruction (M.A.R.I.) 

The Master of Arts in Reading Instruction degree provides candidates with the 

knowledge, skills and dispositions to become more highly-skilled teachers of reading 

or leaders of reading programs. The M.A.R.I. is intended for practicing certified 

teachers who seek to enhance their classroom literacy instruction, deepen 

their knowledge of reading, and prepare themselves for positions and responsibilities 

as reading specialists. The Reading Teacher Endorsement requires 24 

semester hours, including a practicum. 

The M.A.R.I. or the Reading Endorsement leads to the Reading Teaching 

Endorsement in Wisconsin, License Number 316. Students seeking Wisconsin 

certification will be required to pass a comprehensive examination before completing 

the program. With one additional class, they may qualify for the Administrative 

Reading endorsement, License Number 017, in Wisconsin. The courses 

and requirements also are aligned with the Reading Specialist Standards (2003) 

of the IRA in Illinois. Students seeking Illinois certification must also pass the 

ISBE Reading Specialist or Reading Teachers content area test prior to receiving 

the Reading Teacher Endorsement or Certification. 

Degree Requirements for Master of Arts in Reading Instruction 

• 18 semester hours in content class related to literacy 

• 6semester hours of supervised clinical practica involving assessment and 


Content area classes 






Practicum classes 


EDU6410 Practicum in Reading 6 semester hours

161 

Additional classes for degree candidates 



EDU6380 Supervision and Administration in Literacy 3 semester hours 


Additional courses for Wisconsin 017 license: 


Refer to pages 89-91 for M.A.R.I. course descriptions. 

Master of Arts in Special 

Education (M.A.S.E.) 

The primary focus of this program is to prepare teachers holding an existing certification, 

or someone who has experience in the schools or someone in a related 

field, to add a certificate for an Illinois State Board of Education Type 10 Learning 

Behavior Specialist I (LBS I) or a Wisconsin Cross Categorical Special Education 

teaching license. Certification requires teachers to build a knowledge base to identify 

and intervene with students who exhibit a wide range of disabilities, including 

learning disabilities, cognitive impairments (mental retardation and traumatic 

brain injury), autism, social/emotional disabilities, and physical disabilities/other 

health impaired. Moreover, although the certificate will cover grades K-12, candidates 

will have a working knowledge of issues and strategies appropriate for the 

grades P-12. The coursework is designed to allow the candidate both to evaluate 

research and conduct action research in the classroom. Furthermore, varied clinical 

practice and field experiences are considered an integral part to all courses so 

that the candidate can apply theory to practice and practice to theoretical conceptualizations. 

Please note that candidates with an existing certificate will not be 

required to student teach, but will participate in an internship, including an action 

research project (SPED6570), that will be tailored to broaden the candidate’s base 

of experience in the field. Candidates who do not hold an existing certificate will 

be required to student teach, taking SPED6750 instead of SPED6570. 

For a candidate with an existing certification, completion of the Master of Arts 

in Special Education (M.A.S.E.) involves 48 hours of coursework although the core 

courses necessary for the certification total 42 hours. The remaining six (6) hours 

to complete the M.A.S.E. degree will involve a cognate of two courses that the candidate 

will plan with the assistance of his or her advisor. This cognate will enable 

the candidate to establish an area of increased specialization. Suggested cognates 

include coursework in areas such as the reading specialist, ELL/ESL/Bilingual, 

or educational leadership/supervision (toward a Type 75 or Code 51 certification) 

areas. For a candidate for whom this will be an initial certification with student 

teaching, there are 54 total hours for the Master’s degree. The main objectives of 

the coursework are twofold: to build the pedagogical expertise of the candidate; 

and to facilitate collaboration with his or her students, their families, their colleagues 

and the community.


Admission Requirements for the M.A. in Special Education: 

1. On-line application with essay. 

2. Three letters of reference from individuals familiar with the applicant’s potential 

related to this field. 

3. A writing sample, such as a graded academic paper, at least 10 pages in length 

or clinical report of similar length. 

4. A 3.0 grade point average. If the applicant’s grade point average is below that 

of a 3.0, the applicant may be accepted on a probationary basis. If probationary 

status is granted, a formal review will be conducted by the program director 

after completion of the first three courses where a 3.0 average must be 

maintained or the applicant will not be able to continue the program. 

5. A bachelor’s degree from an accredited institution (official transcripts from all 

institutions attended must be submitted). 

6. Passing grades on the Illinois Basic Skills Test or the Praxis I. 

Prerequisite Course Requirements: 

• a course in human development, spanning the P-12 grade years 

• a course in educational psychology 

Please note that if a deficiency exists, completion of the course will not be 

counted toward the M.A.S.E. degree. 


If a candidate has an existing certificate, 48 semester hours are required for the 

M.A.S.E. degree. If a candidate does not have an existing certificate and will need 

to student teach, the degree will take an additional six (6) hours (54 hours). Forty 

hours (34 of these hours are core hours required for certification) are devoted to 

content coursework designed to develop expertise across the wide range of disability 

categories required for the cross-categorical LBS I certification with the 

state. Each of these content classes focuses on both theory and clinical and educational 

application. The remaining 8 hours are devoted completely to supervised 

clinical experience in applying theory to practice in the field. In these 

experiences, candidates will be exposed to a range of ages and educational/life 

impact on the student(s). As noted earlier, certification may be granted with the 

42 semester hours of core courses (48 hours if student teaching is required), composed 

of 34 hours of content coursework and 8 hours of supervised clinical experiences 

(14 hours if student teaching), but the applicant is strongly encouraged 

to complete the M.A.S.E. curriculum. The objective of the M.A.S.E. is to give the 

candidate the expertise to understand and teach not only the student, who may 

have a range of disabilities that manifest differentially at different points in his or 

her life, but also to be able to understand and collaborate with significant members 

within the context of the student’s family, school, and community. 

The sequence of courses for the M.A.S.E. program anticipates that the candidate 

will generally begin the program in the fall semester. Applicants may attend 

either full- or part-time.

163 

Degree Requirements for M.A.S.E. 

• 40 hours in content classes, with accompanying clinical field exposure 

(includes 6 hours of cognate courses) 

• 8semester hours of supervised clinical practica (assumes that a candidate has 

an existing teaching certificate; these hours include an internship); 

14 hours if student teaching is required 

Certification Requirements for LBS I 

• 42 semester hours of core content and practica coursework 

General Content Area and Practicum Classes Required for Certification: 

SPED5510 Characteristics and Identification of 

Disabilities and the Law 



SPED5530 Oral Language Development & Disorders 3 semester hours 

SPED5540 Diversity & Disability Issues: Students, Families, 

Schools, and the Community 





SPED5551 Intervention Strategies for Problematic 

Behavior 




SPED5570 Trends: Collaboration, Differentiating Instruction 

in the Inclusive Classroom, and Transition 3 semester hours 

SPED6510 Psychoeducational Assessment of Students with 

Disabilities 



SPED6530 Written Language Development & Disorders 3 semester hours 

SPED6540 Mathematics and Sciences Interventions for 




SPED6560 Unified Field Experience 4 semester hours 

SPED6570* Internship and Action Research Seminar 

(assumes pervious student teaching experience/ 

certification) 


OR 

SPED6750* Student Teaching and Graduate Seminar in 

Special Education 


*Candidates take one of the above courses, dependent on whether student teaching is 

required. 

Elective Classes for Degree Candidates: two electives, totaling six hours, forming 

a cognate, established with the approval of the candidate’s advisor 

Total hours for the M.A.S.E. degree: 48 hours, 54 hours if student teaching is 

required 

Note: Refer to course descriptions under College of Education.


Doctor of Education (Ed.D.) 


Leadership in Curriculum 

The doctoral degree program is offered at the George Williams College campus. 

The two doctoral degree programs are: Leadership in Administration and 

Leadership in Curriculum and Instruction. Curriculum and Instruction candidates 

may emphasize curriculum for K-12 learners or adult students. These programs 

emphasize the development of expertise in professional practice. Better 

practitioners are developed by melding theory, academic study, and practice in 

course readings, assignments and dissertations. Candidates receive a strong 

grounding in research and inquiry. 

Cohorts enter the program each year at the George Williams College campus. 

The Wisconsin Ed.D. program features a weekend class schedule. The program 

may be completed in three years and must be completed in six years. 

Degree Requirements for the Ed.D. Program 

• A minimum of 60 semester hours (beyond the master’s degree): 42 hours of 

coursework, 6 hours of directed or other study, 12 hours of dissertation. 

• A proposal and dissertation which involves the application of research methodology 

and literature to inform or improve professional practice. 

• Completion and submission of reflection on progress toward Ed.D. program 

outcomes and comprehensive examination, as well as maintenance of satisfactory 

progress. 

• Completion of all requirements within three years (minimum) or six years 

(maximum) from first enrollment. 

Refer to pages 108-118 of this catalog for additional information about the 

Ed.D. Program. 

Master of Business 

Administration (M.B.A.) 

Offered by the Dunham School of Business of Aurora University, the Master 

of Business Administration (M.B.A.) is designed for professionals with timedemanding 

careers. The M.B.A. at George Williams College of Aurora University 

extends the high quality program offered at the Aurora campus. The natural 

beauty of the campus, along with small classes and expertly qualified instructors, 

offers an invigorating setting to earn the M.B.A. 

The M.B.A. program prides itself on its ability to stay on top of continually 

changing trends in the business world. The program offers cutting-edge curriculum, 

a philosophy of strategic thinking that permeates the curriculum, and the 

incorporation of experiential learning into coursework. M.B.A. students have the 

opportunity to learn analytical and critical thinking skills used in real-world business 

situations. This experiential learning affords the student the ability to apply 

approaches learned in class to businesses in the community


M.B.A. Program Detail 

The following courses are required for entry into the M.B.A. program. Normally 

undergraduate business majors will have taken all of these courses and, if 

so, are eligible for entry directly into the program. Majors in other undergraduate 

fields may have had one or more of these courses and if so they need not be 

repeated. An interview with the prospective student will determine which prerequisite 

courses will be needed. 

Prerequisite Courses for the Graduate Business Program 

ACC2010 Foundations of Financial Accounting 

OR 


ACC2020 Foundations of Management Accounting 

OR 


BUS2010 Legal Environment of Business 

BUS3200 Foundations of Management 

BUS3300 Foundations of Marketing 

ECN2010 Foundations of Microeconomics 

OR 

MBA5140 Foundations of Economics 

ECN2020 Foundations of Macroeconomics 

OR 

MBA5140 Foundations of Economics 

ECN3300 Business Statistics 

OR 

MTH2320 General Statistics 

M.B.A. Course Requirements 

The M.B.A. degree requires 36 semester hours: 24 hours of required core 

courses plus 12 semester hours from concentration courses and/or special topics 

courses. Three of the 12 semester hours may be earned in seminars. 

M.B.A. Required Core Courses 

3 semester hours each; 24 semester hours required 

MBA6020 Marketing Management 

MBA6030 Organizational Behavior and Leadership 

MBA6140 Managerial Accounting 

MBA6050 Financial Management 

MBA6080 Managing Information Technology 

MBA6100 Strategic Management I 

MBA6110 Strategic Management II 

MBA6500 Global Business Immersion or 

MBA5880 Travel Study: Global Business Experience 

M.B.A. Concentration in Leadership 


MBA6610 Leading Organizational Development 

MBA6620 Leading Strategically 

MBA6630 Leading Teams 

MBA Course Descriptions begin on page 123.


Master of Science in 

Recreation Administration 

The Recreation Administration Program is only available at George Williams 

College of Aurora University in Williams Bay, Wisconsin. This program offers a 

Master of Science degree whose purpose is to enable students to develop personally 

and professionally and to gain knowledge and skills needed for administrative 

leadership positions in recreation agencies and organizations. Recreation 

Administration involves directing and managing the programs and business operation 

systems of recreation and leisure agencies such as park districts, campus 

recreation, outdoor experiential education centers, state and national parks, 

recreation centers, youth organizations, private clubs and resorts. 

The graduate degree program classroom portion can be completed within 

one year by full-time students and in two to three years by part-time students, with 

the internship or research project options completed in absentia. 

Degree Requirements: 

The Recreation Administration Master of Science degree includes a minimum 

of 36 semester hours. The number of credit hours depends on the student’s 

undergraduate work and the specialization selected. The Recreation Administration 

Program includes a required (24 semester hour) core curriculum and students 

choose one of two (12 semester hour) specializations listed below for a total 

of 36 semester hours: 

• Administration of Leisure Services 

• Outdoor Pursuits Administration 

Each specialization includes a progression through advanced skills, formulation 

of a professional philosophy, organizational methodology and administrative 

systems. Students are also required to demonstrate competency in basic 

statistics before they complete the program. 

Required Core Curriculum 


REC6000 Research in Recreation Administration 3 semester hours 

REC6030 Leisure Philosophy and Behavior in 

Recreation Services 


REC6750 Leisure Services Administration 

Assessment and Evaluation 


REC5100 Commercial Recreation Management 3 semester hours 

All Recreation Administration graduate students must complete one Internship/Research 

Requirement option listed below for 12 semester hours 

Option I 

REC6730 Research Project Development 6 semester hours 

and 

REC6740 Research Project Completion 6 semester hours 

Option II 

REC6780 Internship 12 semester hours


Option III 

REC6990 Thesis 12 semester hours 

Students may elect to do their internship or research project in the leisure 

services program or outdoor agency where they are employed by submitting a 

proposal and the faculty approving it to meet departmental guidelines. 

Master of Science in Recreation Administration Specializations: 

In addition to the Recreation Administration core curriculum, students complete 

a 12-semester hour specialization. 

• Administration of Leisure Services 12 semester hours 

• Outdoor Pursuits Administration 12 semester hours 

Administration of Leisure Services 


This program gives students the flexibility to prepare adequately for or advance 

in the career of leisure services administration in either the nonprofit or the profit 

sector. It also provides them the opportunity to complete developmental projects 

or internships in a recreation department or park district where they are 

employed. The program enables students to take additional background in business 

to make them more competitive in public administration. 

Required 

REC6340 Political and Policy Implications for 

Recreation Administration 


REC6350 Administration of Recreation and Leisure 

Services 


REC6370 Facilities Management 3 semester hours 

REC or MBA Elective (selected with Recreation 

Administration advisor) 


Outdoor Pursuits Administration 


This program gives students the flexibility to prepare for or advance their 

career in organized camping, outdoor pursuits recreation, commercial outdoor 

recreation, experiential outdoor education, and youth at-risk programs. Students 

may complete selected course work at the George Williams College campus and 

several outdoor resident centers in northern Illinois. 

Required: 

REC5000 Administrative Practicum in Outdoor 

Experiences 


REC5020 Adventure Education Administration 3 semester hours 

REC5420 Philosophy and Methods of Outdoor 

Education 


REC6400 Conference Center Administration 3 semester hours 

Optional Additional Electives 

The minimum requirement for the Master of Science degree is 36 semester 

hours. All Recreation Administration graduate students may take additional electives 

outside the program related to their specialization and career goals, (i.e.,


education, social work, or business administration). Courses are selected upon 

advisement of the program graduate advisor and depend on the student’s graduation 

timeline. 

Resources 

The Recreation Administration program has a strong alumni network of more 

than 1,500 graduates who hold professional positions in leisure services, outdoor 

experiential leadership, youth at-risk agencies and related human services fields. 

Currently, the program places over 96% of its students in professional positions 

upon graduation. The program utilizes several outdoor resident centers in its programs. 

These include the George Williams College of Aurora University in Wisconsin 

and cooperating outdoor education centers in Illinois and Wisconsin. 

Graduate Assistantships 

Full and partial graduate assistantships are available for student placement in 

outdoor centers, park districts, community-based agencies and at the George 

Williams College of Aurora University. Recreation Administration graduate assistants 

gain experience in program experimentation, delivery and administrative 

leadership as they complete their programs of study. However, they must have the 

professional qualifications to qualify for a position. 

Graduate assistantship forms are available for students on the AU Web site or 

from the George Williams College admission department. Students must be 

accepted into the graduate program prior to receiving a graduate assistantship. 

Due to the national and international reputation of the program, it is best to 

apply early. Assistantships are awarded until filled for the next academic year. 

Class Locations 

Graduate classes are offered at George Williams College of Aurora University 

in Williams Bay, Wisconsin, on the shores of beautiful Geneva Lake. 

Professional Advisory Council 

The program faculty are assisted by a professional advisory council of practitioners 

in the field. The council advises the program faculty on curriculum development 

and current areas of professional practice. 

Recreation Administration Program Graduate Students 

The typical Recreation Administration graduate student has been or is fully 

employed and has had three to four years of experience in the profession. Students 

are often encouraged by their employers to obtain the master’s degree for 

their own professional development and to advance their career. 

Professional Member Associations 

The program is aligned with the National Recreation and Park Association 

(NRPA) and the American Association of Leisure and Recreation (AALR). The 

program is a member of the Association of Experiential Education, American 

Camp Association, Illinois Park and Recreation Association (IPRA), and the Wisconsin 

Park and Recreation Association (WPRA).


Prerequisite and Deficiency Courses 

In order to take full advantage of the graduate program in Recreation Administration, 

it may be necessary for some students to complete prerequisite course 

work or practicum experiences. Upon admission, students without an academic 

or experiential background will be notified of deficiency requirements by the 

Recreation Administration Graduate Program Advisor. In most instances, these 

requirements may be fulfilled concurrently with graduate work in the program. 

Questions about other courses or workshops that might meet these requirements 

should be directed to the Recreation Administration Graduate Program 

Chairperson. 

Recreation Administration Graduate Programs 


Students seeking to enter the Recreation Administration program must submit: 

• A completed graduate application for admission (online form available and 

encouraged) 

• Official transcripts from all previous undergraduate and graduate institutions 

attended 

• Three letters of reference from persons able to attest to the student’s academic 

and/or professional potential (online recommendation form available) 

Students must also: 

• Possess a bachelor’s degree from an accredited institution in a field providing 

appropriate background for graduate study in the student’s chosen 

program. Students whose undergraduate backgrounds are in fields other 

than those in which they are seeking to enter graduate study may be 

required to complete prerequisite coursework before beginning graduate 

courses. 

• Have an academic record indicative of a high probability of success in graduate 

study with an undergraduate cumulative GPA of 2.8 or higher. Students 

with a lower average GPA may be admitted on a “conditional basis.” 

If they are admitted conditionally, they must demonstrate “B” or better work 

during their first term. 

Students are not required to take the Graduate Record Examination (GRE) for 

admission. 

The faculty encourages students with degrees in related areas such as education, 

social work, arts and sciences, and business administration to apply to the program. 

Student work experiences related to recreation services, human services and 

administration are also strongly considered by the faculty for program admission. 

Graduate Student-at-Large Status 

A student who wishes to enroll in a graduate course, but is not seeking a 

degree, may do so as a student-at-large by filing a graduate student-at-large application. 

A maximum of 6 semester hours may be applied to a graduate degree program 

at Aurora University. Enrollment in specific courses by students-at-large may 

be restricted by prerequisites or other requirements of individual graduate programs. 

Financial aid is not available to students-at-large.


Provisional Admission 

A student seeking regular admission whose official transcripts or other 

required documents have not arrived by the established deadline due to circumstances 

beyond the student’s control and who otherwise meets all requirements 

for admission to a graduate program may be admitted provisionally for one term. 

A provisional student whose admission status is not complete by the first day of the 

next term excluding summer will be administratively dropped from the program. 

Financial aid is not available to provisional students. 

Admission of Foreign Students 

Students whose native language is not English are required to have a minimum 

TOEFL score of 550 or ELS Level 109 for admission. In addition, proof of 

financial responsibility is required as specified by the Office of Admission and 

Financial Aid. Transcripts from foreign colleges and universities are evaluated in 

accordance with the guidelines of the AACRAO World Education Series. Evaluations 

by recognized outside evaluation services and certified English translations 

may be required at student expense, at the discretion of the Registrar. 

Residency Requirement 

A minimum of 50% of the total credits required for the completion of a master’s 

degree or post-baccalaureate certificate or credential must be earned at 

Aurora University. 

Recreation Administration Graduate Course Descriptions 

REC5000 Administrative Practicum in Outdoor 

Experiences 


A seven-day resident course prior to the beginning of the fall term. Organization 

and administrative preparation for outdoor and environmental activities and resident 

experiences will be covered. Students will participate as outdoor instructors 

in the program in areas where they have developed skills as leaders. Emphasis 

will be placed upon program planning and facilitation, teaching, leading, supervising, 

and administering activities. 

Prerequisites: Special registration; ability to pass a medical examination. Additional 

room, board and materials fee is required. 

REC5020 Adventure Education Program 

Administration 


Students will investigate adventure education program administration. Course 

includes staff training methods, programming philosophy, program accreditation 

ethical issues, facilitation techniques, marketing, public relations and risk management. 


REC5100 Commercial Recreation Management 3 semester hours 

Study of commercial recreation as a major component of the leisure service delivery 

system. Analysis of development potential of different types of recreation 

enterprises including resources, location, risks, sources of financing, pricing, managerial 

requirements, marketing and sources of technical assistance. 

No prerequisites.


REC5420 Philosophy and Methods of Outdoor Education 

Programming 


An investigation of effective teaching techniques and administrative programming 

practices for outdoor experiential education. This course will emphasize 

developing curricula and activities appropriate for use in extending instruction 

to the outdoors. The content is also beneficial to leisure professionals educating 

the public about the outdoor environment during their visits to nature centers 

and forest preserves. 


REC5810 Selected Topics in Recreation and Leisure 

Services 


A workshop or course on a special topic in recreation and leisure services. 

Prerequisite: Permission of Instructor and Department Chair. 

REC5830 Directed Study in Recreation and Leisure 

Services 


Under the direction of a faculty member, the student completes an independent 

study of a selected topic. 

Prerequisite: Permission of Instructor and Department Chair. 

REC6000 Research in Recreation Administration 3 semester hours 

Students will review and utilize current research literature, methods, instrumentation, 

data collection and statistical analysis in Recreation Administration. This 

course enables students to become skilled consumers of recreation administration 

research. 


REC6030 Leisure Philosophy and Behavior in Recreation 

Services 


An examination of leisure, recreation, and play from philosophical, psychological, 

sociological and social psychology perspectives. This course explores leisure 

behavior utilizing theory and empirical research. Students will formulate or refine 

their own professional philosophy of leisure service delivery. 


REC6340 Political and Policy Implications for Recreation 

Services 


Legislative and legal aspects of recreation and leisure services. Related governmental 

processes at the local, state and national levels. Economic factors and 

forces which influence recreation planning and programming. 


REC6350 Administration of Recreation and Leisure 

Services 


Administration relations, practices, organization, supervision, financing, and 

budgeting in community recreation, municipal park, and other recreation agency 

services. 

No prerequisites.


REC6370 Facilities Management 3 semester hours 

A systems approach to park and recreation facility management procedures. This 

approach includes scheduling, prioritizing, routine maintenance, emergency procedures, 

selection of supplies, equipment and materials, overall control of the 

maintenance process and evaluative techniques. Special attention is given to surface 

materials, turf management, aesthetic versus functional aspects, preventative 

maintenance, selection of materials for the playground equipment, safety and 

prevention of vandalism. 


REC6400 Conference Center Administration 3 semester hours 

This online course investigates growth, significance, and current status of resident 

centers including camps, outdoor experiential education centers, campus recreation 

and conference centers. Students will investigate mission, operations, organizational 

systems, accreditation, marketing, staffing, public relations and funding. 

Prerequisite: Access to personal computer for Moodle sessions. 

REC6670 Strategic Planning for Recreation Services 3 semester hours 

Provides students with an understanding of the strategic planning process and 

its role in the management and administration of leisure service agencies and 

businesses. Students will design a strategic planning project during the course. 


REC6730 Research Project Development 6 semester hours 

Students work on developing a research project. Course involves a significant 

overview of the research literature and a conceptual plan for a project. 

Prerequisites: REC6000, REC6750 and permission of Instructor and Department 

Chair. 

REC6740 Research Project Completion 6 semester hours 

Students implement their research project at an agency or in another setting. 

Course involves a significant evaluation of the project and recommendations. 

Prerequisites: REC6730 and permission of Instructor and Department Chair. 

REC6750 Leisure Services Administration Assessment 

and Evaluation 


Students will investigate administrative assessment and evaluation techniques used 

in personnel and program reviews in leisure services. Basic statistics, evaluation 

tools and analysis of data collected in leisure service agencies case studies will be 

utilized. 


REC6770 Recreation Administration Internship 6 semester hours 

Student completes a 200-320 hour internship at a professional agency in leisure 

and/or environmental resources setting. Consent of supervising instructor and 

Recreation Department Chairperson required prior to registration. 

REC6780 Recreation Administration Internship 12 semester hours 

Student completes a 400-640 hour internship at a professional agency in leisure 

and/or environmental resources setting. Consent of supervising instructor and 

Recreation Department Chairperson required prior to registration.


REC6990 Thesis 12 semester hours 

Students develop and conduct an original research study and complete a written 

thesis based on the research. 

Prerequisites: REC6000, REC6750 and permission of committee and Department 

Chair. 

Master of Social Work (M.S.W.) 

A weekend degree option at the George Williams College campus in Williams 

Bay, Wisconsin 

School of Social Work 

The Master of Social Work program was founded in 1966 at George Williams 

College. The M.S.W. program emerged from a program in group work administration 

designed to prepare people for human service in voluntary agencies. The 

history of that program can be traced back to 1890. The School of Social Work 

today prepares students for professional social work practice that is responsive to 

the diverse needs of the community. Students are educated to skillfully apply current 

knowledge and humanitarian values toward the promotion of mutual well 

being and the solution of human problems within a holistic context. 

The School of Social Work has its roots in George Williams College which was 

established more than 100 years ago to prepare YMCA leaders and other leaders 

in human service who were a part of the “group work” movement. The program 

prepares graduates to work with vulnerable populations and social problems confronted 

in social work practice, but also to work on a new vision of service delivery 

that is asset-driven, community-based and integrative. 

The Social Work program is accredited by the Council on Social Work Education 

(CSWE) at both the B.S.W. and M.S.W. levels. Up to 30 semester hours of 

credit can be granted toward advanced standing in the M.S.W. program for those 

students who have graduated from a CSWE-accredited B.S.W. program. There 

are about 300 students in the M.S.W. program. 

Accreditation and Certification 

Council on Social Work Education Accreditation 

The Master of Social Work Program is accredited by the Council on Social 

Work Education (CSWE). The M.S.W. program was first accredited by CSWE in 

1970 and continues to be fully accredited at both the Aurora and Williams Bay 

campuses. The Council on Social Work Education sets guidelines and policies 

which all accredited M.S.W. programs must follow in order to attain their status 

as accredited schools. The M.S.W. Policy Handbook contains the Council’s Curriculum 

Policy Statement which the M.S.W. program follows. CSWE reevaluates 

and re-accredits M.S.W. programs on a regular basis. 

Weekend Degree Option 

In 2004, a part-time as well as advanced standing M.S.W. degree program 

began at the George Williams College of Aurora University campus in Williams 

Bay, Wisconsin. Students attend classes in the Fall and Spring semesters as well as 

during Summer Session. Part-time students complete the program in three years 

while students with advanced standing complete the program in two years.


Courses for the program are typically held on Friday evenings and Saturday 

mornings three weeks a month. Students can stay on campus on those Friday 

nights when they are taking their courses. Rooms are usually available at a modest 

cost, and the recreational facilities of the campus are open to all guests. 

For additional information regarding the M.S.W. program (i.e., curriculum, 

admission requirements, academic policies, and course descriptions) at the 

George Williams College campus, please refer to pages: 132-147. 

George Williams College Faculty 

Full-Time 

David Emanuelson 

David Frost 

John Gunyon 

Linda Olbinski 

Renae Prell-Mitchell 

Faith Wilson 

Charles Zastrow 

Gail Zieman 

Part-Time 

Susan DeRoche 

William Duncan 

Eric Howden 

Roger Kriewaldt 

Sandra McLaughlin 

Gayle Miller 

Jorene Ziebell 

Faculty from the Dunham School of Business and the School of Social Work 

on the Aurora campus also teach at George Williams College of Aurora University 

in Williams Bay, Wisconsin.

DIRECTORIES


BOARD OF TRUSTEES 

DR. CALVIN R. MYERS (AU ’64), Chair 

President (Retired) 

Merchants Bancorp, Inc. 

Aurora, Illinois 

JOANNE HANSEN, Vice-Chair 

President 

Hansen-Furnas Foundation 

Batavia, Illinois 

RONALD M. HEM, Vice-Chair 

Attorney 

Alschuler, Simantz & Hem, LLC 


JIMMIE R. ALFORD (GWC ’72, Hon. ’06) 

Founder and Chair 

The Alford Group 

Evanston, Illinois 

DELBERT W. ARSENAULT (GWC ’62, ’66) 

President and CEO (Retired) 

Chicago Youth Centers 

Chicago, Illinois 

DAVID R. BERGMAN 

Former President 

Processed Plastics 


HILARY K. BRENNAN (AU ’83) 

Community Volunteer 


PHILIP S. CALI 

Executive Vice President of Operations (Retired) 

Nicor, Inc. 

Naperville, Illinois 

DONALD A. CHURCHILL (AU’68, ’85) 

Sonrai Systems 

Carol Stream, Illinois 

CHARLES B. DOSS 

President 

The Prudential Doss Real Estate 

Oswego, Illinois


FARRELL FRENTRESS (GWC ’64, ’71) 

Executive Vice President - Development (Retired) 

WTTW Channel 11 


RICHARD G. HAWKS (AU ’64) 


CHRISS JOHNS 

Owner 

MBS Investments, LP 

Sugar Grove, Illinois 

RICHARD R. KEARNEY (AU ’51) 

Partner (Retired) 

McGladrey and Pullen, CPA 

Reno, Nevada 

MICHAEL K. KEEFE 

CEO 

Keefe and Associates, Inc. 

Lake Geneva, Wisconsin 

DR. DONALD E. KIESO (AU ’58, Hon. ’03) 

Professor of Accountancy, Emeritus 

Northern Illinois University 

DeKalb, Illinois 

RONALD KINNAMON (GWC ’60) 

Assistant National Executive Director (Retired) 

YMCA of the USA 


RUTH MENDIUS (AU ’67) 

Travel Counselor (Retired) 

DR. DAVID L. MOULTHROP (GWC ’73) 

President/CEO 

Rogers Memorial Hospital, Inc. 

Oconomowoc, Wisconsin 

GERALD PALMER 

Vice President (Retired) 

Caterpillar Inc. 


MYRON J. RESNICK 

Senior Vice President/Chief Investment Officer (Retired) 

AllState Insurance Company 

Northbrook, Illinois


SANTOS RIVERA (AU ’73) 

Northeastern Illinois University (Retired) 


JOHN M. ROESCH (AU ’56) 

Banking Executive (Retired) 


DONALD A. SCHINDLBECK 

Division Vice President (Retired) 

Commonwealth Edison 


THOMAS T. STUHLEY 

Chairman of the Board/CEO (Retired) 

Mid America Bank 

Williams Bay, Wisconsin 

RONALD THOMAS (AU ’70) 

Executive Director 

Advent Christian General Conference 

Charlotte, North Carolina 

FRANK K. VORIS 

Executive Vice President/COO (Retired) 

Merchants National Bank 


DR. REBECCA L. SHERRICK 

President 


Aurora, Illinois


BOARD MEMBERS, EMERITI 

WALTER ALEXANDER 

President 

Alexander Lumber Company 


JAMES E. BENSON 

Chairman (Retired) 

Old Second National Bank 


TELL COFFEY (AU ’53) 

President (Retired) 

Coffey Construction 


RUBY M. FRANK 

President 

Frank’s Employment Inc. 

St. Charles, Illinois 

F. JAMES GARBE (AU ’51) 

Chairman of the Board (Retired) 

Garbe Iron Works 


W.A. GREENE 

Vice President-Secretary (Retired) 

Barber-Greene Company, Aurora 

Batavia, Illinois 

FLORENCE S. HART 

Northbrook, Illinois 

JOHN F. MCKEE 

Sales/Service Rep. (Retired) 

Door Systems 

Itasca, Illinois 

F. R. MILLER (AU ’61) 

Community Relations Manager (Retired) 

Illinois Bell Telephone Co. 


CALVIN B. THELIN 

Attorney of Counsel 

Goldsmith, Thelin, Dickson & Brown 

Aurora, Illinois


ADMINISTRATION 2009 

Rebecca L. Sherrick, Ph.D. ........................................................................President 

Maggie Sharrer ..........................................Executive Assistant to the President 

GEORGE WILLIAMS COLLEGE OF AURORA UNIVERSITY 

William B. Duncan, Ed.D ..................Vice President for George Williams College 

and Chief Academic Officer 

Linda Olbinski, Ph.D. ...................................Dean of George Williams College 

Christine E. Flasch .............................Executive Director of Music by the Lake 

Michael Moser ...................................Vice President for George Williams College 

and Chief Operations Officer 

Janis Scharnott ...........................................................Director of Special Events 

Wen-D Kersten..................................................................Director of Marketing 

ACADEMIC AFFAIRS 

Andrew Manion, Ph.D. ..................................................................................Provost 

Ellen Goldberg ..........................................................................Assistant Provost 

ACADEMIC AFFAIRS, Educational Units 

Lora de Lacey, Ph.D. ....................................Dean of College of Arts and Sciences 

Gerald Butters, Ph.D.....................Assistant Dean of College of Arts and Sciences 

Richard Westphal, Ph.D...........................................Chair, Division of Fine Arts 

Mark Zelman, Ph.D. ...................................Chair, Division of Natural Sciences 

and Mathematics 

Meg Bero..................................................Executive Director, Schingoethe Center 

Martin Forward, Ph.D..................................Executive Director, Wackerlin Center 

for Faith and Action 

Fred McKenzie, Ph.D. .............................Dean of College of Professional Studies 

Shawn Green Ph.D. ................................Director of Dunham School of Business 

Carmella Moran, Ph.D. ............................................Director of School of Nursing 

Fred McKenzie, Ph.D.........................................Director of School of Social Work 

Donald Wold, Ed.D. .................................................Dean of College of Education 

Alicia Cosky, Ed.D. ....... Director of School of Health and Physical Education 

Sandra Prolman, Ph.D...............................................Chair, Initial Certification 

Maribeth Juraska, Ed.D. .............................................................Chair, M.A.T.C. 

Ronald O’Neal, CAS. .....................................................Chair, M.A.T./M.A.E.L. 

Roberta Linder, Ed.D...................................................................Chair, M.A.R.I. 

Bob Paolicchi, Ed.D. .....................................................................Chair, C.A.P.S. 

Kathleen Bradley, Ph.D. ..............................................Chair, Special Education 

Joan Fee, Ph.D. ............................................................Chair, Doctoral Program 

ACADEMIC AFFAIRS, Institute for Collaboration 

Sherry Eagle, Ed.D......................................................................Executive Director 

Kris Johnson......................................................Director of Student Leadership 

ACADEMIC AFFAIRS, University-wide Academic Programs 

Gerald Butters, Ph.D. ......................................................Dean, General Education 

Dan Hipp, Ph.D..............................................................Director, Honors Program


ACADEMIC AFFAIRS, Academic Planning 

Jodi Koslow-Martin..........Assistant to the Provost, Director of the Crouse Center 

Eva Serrano............................Director of Community and School Partnership 

Brynn Landwehr.....................................................First Year Academic Advisor 

Judy Caribeaux ................................Assistant Director of Career Development 

and Academic Advisor 

Kate Madden Male..................................................................Academic Advisor 

Travis Ramage..........................................................................Academic Advisor 

Kidada Robinson.................................................Career and Academic Advisor 

Carlton Brown....................................................Career and Internship Advisor 

ACADEMIC AFFAIRS, Library 

John Law....................................................................Director of University Library 

ACADEMIC AFFAIRS, Learning Center 

Eric Schwarze........................................Director, Center for Teaching & Learning 

Susan Lausier ...................Assistant Director, Center for Teaching & Learning 

for Disabilities Services 

Heidi Rosenberg, Ph.D..............................WSP Facilitator and Faculty Liaison 

ACADEMIC AFFAIRS, Office of the Registrar 

Mary Lohrman ............................................................................................Registrar 

Pat Rosche..............................................................................Associate Registrar 

Ida L. Dunham .......................................................................Assistant Registrar 

ENROLLMENT MANAGEMENT 

Carol Dunn, Ed.D. ...................................................Vice President for Enrollment 

Linda Gebhard .........................................................Enrollment Data Manager 

Donna DeSpain, Ed.D..............................Dean of Adult and Graduate Studies 

Emily Berg ....................................................Adult and Corporate Recruiter 

Melissa Yovich-Whattam...........................Director of Graduate Enrollment 

Marcia Gaspari ................................................Education Recruiter/Advisor 

Marcia Koenen........................................................Adult Recruiter/Advisor 

Linda McCall .............................................................................Adult Advisor 

Heather McKane.........................................Dean of Student Financial Services 

Gino Vaccarella ......................................Assistant Director of Financial Aid 

Michelle Neitzel.......................................................Financial Aid Counselor 

Katie O’Connor.......................................................Financial Aid Counselor 

Lindsay Janssen........................................................Financial Aid Counselor 

Stephanie Carreno ..................................................Financial Aid Counselor 

Dianne Zmolek..................................................................Loan Coordinator 

James Lancaster............................................ Director of Freshman Admission 

Jason Harmon ...........................Associate Director of Freshman Admission 

Erin Halley...........................................Freshman Admission Representative 

Ami Gonzalez ......................................Freshman Admission Representative 

Dylan Drugan ......................................Freshman Admission Representative 

Jill Bures ..............................................Freshman Admission Representative 

Joy Gatz.................................................................Communication Specialist 

Tracy Phillippe ..................................................Director of Transfer Admission 

Frances McEachern......................Assistant Director of Transfer Admission 

Ashley Hueber .......................................Transfer Admission Representative 

Terri Schmutz ..........Director of Enrollment Operations and Summer Session


STUDENT LIFE 

Lora de Lacey, Ph.D. ..............................................Vice President for Student Life 

Amy Andrzejewski ..............................................................Dean of Student Life 

Matthew Khoury ..................................................Director of Residence Life 

Marcia Hanlon ..............................................Director of Counseling Center 

Jabari Harrell............................................Director of Student Activities and 

Multicultural Programming 

Cheryl Block ......................................................Director of Wellness Center 

Mark Walsh......................................................................... Director of Athletics 

FINANCE 

Beth Reissenweber, CPA, CMA .....................................Vice President for Finance 

Marilyn Campbell.............................................Director of Financial Resources 

Pamela Sim ......................................................................Bookstore Manager 

Terri Hoehne ......................................................Director of Human Resources 

Joseph Onzick......................................................................................Controller 

Lynn Engen.....................................................................Assistant Controller 

Maria Zamora ..................Senior Accountant/Director Grants Accounting 

Vacant ...................................................................Director of Student Accounts 

Monya Sauernheimer ...........................................................Director of Budget 

ADMINISTRATION 

Thomas Hammond ...........................................Vice President for Administration 

Roy Garcia................................................Director of Emergency Preparedness 

Celeste Branding .......................................................Chief Information Officer 

Bob Bigus...................................................................Network Administrator 

Hurstel Howard............................................................System Administrator 

R. Steven Lowe.................................Director of Administrative Computing 

Bill Lange.................................................GWC Technical Services Manager 

William S. Buckley .............................................Technical Services Manager 

Gerald Jobin ...................................................Office Technologies Manager 

James Birchall...........................Area General Manager for Physical Properties 

Justin Bills ..................................................................Campus Services Manager 

Lori Aloisio ..............Mailroom Manager/Assistant Campus Services Manager 

Sandy Perez ......................................................................Copy Center Manager 

Michael Gohlke .............................................Director of Campus Public Safety 

Theresa Bishop Quiram ................General Manager of Sodexo Food Services 

ADVANCEMENT 

Theodore Parge, CFRE.......................Executive Vice President for Advancement 

DEVELOPMENT AND ALUMNI RELATIONS OFFICE 

Sarah Russe ......................................Assistant Vice President for Advancement 

Barbara Calvert.....................................................Director of Alumni Relations 

Mary Dougherty ..........................................................Director of Development 

Derek D’Auria ...................................................Director of Development-GWC 

Paul Dude.................................................................Director of Planned Giving 

Mariann Hunter ........................................................Director of Annual Giving 

Roger Parolini...............................................................Director of Special Gifts


OFFICE OF UNIVERSITY COMMUNICATIONS 

Barbara Wilcox .............................Vice President for University Communications 

Stevie Beatty.........................................................................Project Coordinator 

Ron Bronson.......................................Director of Electronic Communications 

Deborah Hinrichs...................................................Director of Public Relations 

Allan Benson......................................................Director of Media Relations 

Teresa Drier ........................................................................Graphic Designer 

Jeremy Pittenger..........................................................Publications Manager 

Mark Rospenda .................Graphic Designer and Production Coordinator 

Brian Kipley.............Director of Sports Information and Athletic Fundraising 

John Kocsis..............................................................................Web Site Manager 

FULL-TIME FACULTY 

ANDERSON, MARGARET, Associate Professor of Education, 2002-BA, 1970, 

Wheaton College; MS, 1975, Northern Illinois University; EdD, 2002, Loyola 

University Chicago 

APEL, GEOFFREY, Assistant Professor of Mathematics, 2004-BS, 1999; MS, 2001, 

Millikin University; PhD, 2005, Northern Illinois University 

ARQUETTE, TOBY, Assistant Professor of Communication, 2007-BA, 1996, 

Wayne State University; MA, 1998, Baylor University; PhD, 2002, Northwestern 

University 

BACH, JULIE, Assistant Professor of Social Work, 2007-BSW, 1976, University of 

Illinois at Urbana-Champaign; MS, 1979, University of Southern California; MSW, 

1984, University of Illinois at Chicago 

BANASZAK, RONALD, Professor of Education, 2000-BA, 1966, Roosevelt University; 

MA, 1972, Northeastern Illinois University; PhD, 1980, Indiana University 

BARNWELL, BRENDA, Assistant Professor of Social Work, 2007-BA, 1984, North 

Central College; MSW, 1995, Aurora University 

BECK, HANS, Assistant Professor of Biology, 2006-BA, 1984, University of Colorado; 

M.Phil., 1988; PhD. 1991, City University of New York Graduate School 

BERLINER, THOMAS, Assistant Professor of Business, 2003-BA, 1966, Ohio University; 

MBA, 1968, Adelphi University; PhD, 1988, University of Texas-Dallas 

BIEDENHARN, PAULA, Associate Professor of Psychology, 2004-AB, 1986 Washington 

University; MA, 1989; PhD, 1994, University of Notre Dame 

BLANK, DENISE, Assistant Professor of Theatre, 2005-BA, 1986, University of 

Notre Dame; MFA, 1995, Indiana University 

BOER, HENRY, Associate Professor of Education, 2001-BS, 1966, Illinois State 

University; MS, 1968, Northern Illinois University; PhD, 1978, Southern Illinois 


BRADLEY, KATHLEEN, Assistant Professor of Education; Chair Special Education, 

2006-AB, 1975, Princeton University; MA, 1978 Roosevelt University; PhD, 

2004, Northwestern University


BROOKS, ILEANA, Associate Professor of Economics and Finance; Vernon 

Haase Professor of Business and Economics, 1992- BS, 1980; MS, 1984; PhD, 1988, 


BROTCKE, DEBORAH, Professor of Education, 1992-BA, 1971; MSEd, 1985; 

EdD, 1991, Northern Illinois University 

BUCKLEY, JENNIFER, Instructor of Physical Education, 1999-BA, BS, 1995, 

Aurora University; MS, 1997, Illinois State University 

BUTTERS, GERALD, Assistant Dean, College of Arts and Sciences; Dean of 

General Education; Associate Professor of History; 1999-BA, 1983, Washburn 

University; MA, 1989, University of Missouri, Kansas City; PhD, 1998, University 

of Kansas 

CASTILLO, ROBERT, Assistant Professor of Social Work, 2007-BA, 1996, 

National-Louis University; MSW, 2000, Aurora University 

CLARK BREMER, JEANINE, Instructor of Social Sciences, 2006-BA, 1996, Aurora 

University; MA, 2001, Northern Illinois University 

CONSIDINE, DONETTE C., Associate Director of the School of Social Work; 

Assistant Professor of Social Work, 1993-BA, Western Illinois University; 1997- 

MSW, Aurora University; 2006, PhD, Capella University 

COSKY, ALICIA, Director, School of Health and, Physical Education; Professor 

of Physical Education, 1993-BS, 1972, Wayne State University; MS, 1977; EdD, 

1989, Northern Illinois University 

CURRAN, JOHN, Associate Professor of Theatre, 2006-BA, 1988, Glenville State 

College; 1997, MFA, Ohio University 

DAUGHERTY, ROBERT, Assistant Professor of Social Work, 2007-BA, 1965, 

Southeast Missouri State University; MSW, 1990; PhD, 2003, University of 

Louisville 

DAVIS, JANE, Associate Professor of Biology, 1991-BS; 1981, MS, 1986; DVM, 

1984, University of Illinois at Urbana-Champaign 

DE HAVEN, MICHAEL, Instructor of Education, 2006-BA, 1979, Mundelein 

College; MA, 1991, Northern Illinois University 

DE LACEY, LORA, Vice President of Student Life, Dean, College of Arts and 

Sciences; Associate Professor of Mathematics, 1999-BS, 1981, Middle Tennessee 

State University; MS, 1984, Vanderbilt University; PhD, 1992, Vanderbilt University 

DIEHL, DAVID, Visiting Instructor of Business, 2007-BS, 1980; MBA, 1982, 

Loyola University Chicago 

DULANY, DAVID, Assistant Professor of Business, 2002-BS, 1984, DePaul 

University; MBA, 1986, Benedictine University; PhD, 2006, Argosy University 

DUNCAN, WILLIAM, Vice President and Chief Academic Officer, George 

Williams College Campus; Instructor in Recreation Administration, 1992-BA, 

1966, University of California; MS, 1968, George Williams College; EdD, 1980, 


DUNN, PATRICK, Assistant Professor of English, 2006-BA, 1998, University of 

Dubuque, MA, 2000; PhD, 2005, Northern Illinois University


EDGERS, DEANN, Instructor of Nursing; RN to BSN Coordinator, 2007-BSN, 

1982, Pacific Lutheran University; MSN, 1987, University of Washington; MS- 

FNPC, 2000, University of Portland 

EDWARDS, MARVIN, Associate Professor of Education, 2002-BS, 1967, Eastern 

Illinois University; MS, 1969, Chicago State; EdD, 1974, Northern Illinois 


EISINGER, DAVID W., Associate Professor of Business, 2000-BA, 1974, St. Olaf 

College; MBA, 1976; DBA, 1982, Indiana University 

ELLIOTT, SARA, Associate Professor of English, 2002-BA, 1989, Wheaton 

College; MA, 1992; PhD, 1998, Northern Illinois University 

EMANUELSON, DAVID, Assistant Professor of Leisure Studies and Recreation 

Administration, 2004-BS, 1971, University of Illinois at Urbana-Champaign; MBA, 

1985, Indiana University; MPA, 1997; PhD, Northern Illinois University 

ERICKSON, JOAN L., Associate Professor of Education, 2008-BS, 1975; MEd, 

1979; PhD, 1987, University of Nebraska-Lincoln 

ESCOBEDO, LIBBY KARLINGER, Assistant Professor of Art History, 2007-BA, 

1994, University of California, Los Angeles; MA, 1997; PhD, 2001, Bryn Mawr College 

FEE, JOAN, Associate Professor of Education; Chair Doctoral Program, 2003-BA, 

1969, College of William and Mary; MA, 1974; PhD, 1979, University of Chicago 

FISCHER, CYNTHIA, Visiting Instructor of Biology, 2007-BS, 1998, University of 

Missouri-Rolla; MS-2003, Northern Illinois University 

FLYNN, VALERIE, Professor of Psychology, 1989-BA, 1979, University of Colorado; 

MA, 1984, Columbia University Teachers College; PhD, 1998, Northern 

Illinois University 

FORWARD, MARTIN, Executive Director, Wackerlin Center for Faith and Action; 

Professor of Religious Studies, 2001-BA, 1973, University of Manchester; BA, 1975, 

University of Cambridge; MLitt, 1982, University of Lancaster; PhD, 1995, University 

of Bristol 

FRAJMAN, EDUARDO O., Assistant Professor of Interdisciplinary Studies, 2008- 

BA, 1996, Hebrew University-Jerusalem; MA, 2004; PhD, 2006, University of 

Maryland-College Park 

FRANIUK, RENAE, Associate Professor of Psychology; Chair Psychology, 2005- 

BS, 1996; MA, 1998; PhD, 2002, University of Illinois at Urbana-Champaign 

FROST, DAVID, Assistant Professor of Business, 2006-BA, 1972, Pomona College; 

MBA, 1976, Harvard University Graduate School of Business Administration 

GABEL, ELIZABETH, Visiting Assistant Professor of Psychology, 2007-BA, 1996, 

Spring Hill College; MA, 2004; PsyD, 2007, The Chicago School of Professional 

Psychology 

GEREND, SARA, Assistant Professor of English, 2008-BA, 1996, University of Wisconsin-Milwaukee; 

MA, 1998; PhD, 2004, University of California-Santa Barbara 

GOLDBERG, ELLEN J., Assistant Provost; Assistant Professor, 1991-BS, 1972; 

MBA, 1985, George Williams College


GREEN, SHAWN, Director of the Dunham School of Business; Professor of 

Marketing, 1991-BS, 1981, Bemidji State University; MBA, 1982, Mankato State 

University; MS, 1990, University of Arizona; PhD, 1998, Union Institute 

GUDENAS, JOHN, Professor of Computer Science, 1991-BS, 1968, Illinois Benedictine 

College; MS, 1971; PhD, 1995, Illinois Institute of Technology 

GUNYON, JOHN, Assistant Professor of Business, 2005-BA, 1986, University of 

Wisconsin-Whitewater; MBA, 2003, Cardinal Stritch University; PhD, 2006, 

Capella University 

GWINNER, DONOVAN, Assistant Professor of English, 2004-BA, 1991, University 

of Oregon; MA, 1994; PhD, 2001, University of Arizona 

HASSELMANN, CHRIS N., Visiting Assistant Professor of Political Science, 2008- 

BA, 1992, The George Washington University; MA, 1997, American University; 

PhD, 2003, Washington University-St. Louis 

HATCHER, DENISE L., Associate Professor of Spanish, 1996-BA, 1989; MA, 1994; 

PhD, 2003, Northern Illinois University 

HERNANDEZ, MARGARET, Associate Professor of Nursing, 2002-BSN, 1975, 

University of Illinois at Chicago; MSN, 1981, Loyola University Chicago 

HIPP, DANIEL, Associate Professor of English; Chair English; Director of the 

Honors Program; 1999-BA, 1990, University of Illinois at Urbana-Champaign; MA, 

1993, Villanova University; MA, 1995; PhD, 1998, Vanderbilt University 

HUSBY, BRIAN, Associate Professor of Education, 2008-BA, 1980; BEd, 1981, 

University of Lethbridge; MS, 1986, University of Oregon; PhD, 1991, University 

of Arizona 

JACKSON, THOMAS, Assistant Professor of Education, 2007-BA, 1998, Western 

Michigan University; MS, 2001; EdD, 2008, Northern Illinois University 

JURASKA, MARIBETH, Assistant Professor of Education; Chair MATC Faculty, 

2006-BA, 1985; MS, 1994, Northern Illinois University; EdD, 2007, Aurora 


KIESO, DOUGLAS, Associate Professor of Criminal Justice, 2001-BS, 1984; MS, 

1986, Northern Illinois University; JD, 1991, University of Illinois at Urbana-Champaign 

College of Law; PhD, 2003, University of California-Irvine 

KNELLER, MATHEW, Instructor of Communication, 2003-BA, 2000, Aurora 

University; MA, 2003, Northern Illinois University 

KOHNKE, JENNIFER L, Assistant Professor of Education, 2008-BA, 1994; MA, 

1997; EdD, 2006, Roosevelt University 

KOOI, BRANDON, Assistant Professor of Criminal Justice; Chair Criminal Justice, 

2006-BS, 1995, MS, 1997, Illinois State University; PhD, 2004, Michigan State 


KRAUSE, CHRISTINA, Associate Professor of Psychology, 1996-BA, 1989, Aurora 

University; MA, 1992; PhD, 1996, Northern Illinois University 

KRIEGER, OSCAR, Associate Professor of Athletic Training, 1999-BS, 1981, 

University of Illinois at Chicago; MS, 1983, University of Arizona 

KRIPP, DENNIS, Assistant Professor of Management, 2007-BA, 1969, St. Ambrose 

College; MBA, 1976, University of Wisconsin-Whitewater; PhD, 1999, Benedictine 

University


KRONNER, HENRY, Assistant Professor of Social Work, 2006-BA, 1988; MSW, 

1990, University of Michigan, Ann Arbor; PhD, 2005, Loyola University Chicago 

LANG, OTHA, Associate Professor of Education, 2002-BSEd, 1968, Jackson State; 

MA, 1973, Morgan State University, Baltimore; EdD, 1987, University of Illinois at 

Urbana-Champaign 

LINDER, ROBERTA, Assistant Professor of Education; Chair Reading, 2006-BA, 

1974, Capital University; MSEd, 1980; EdD, 2006, Northern Illinois University 

LISKE, CAROLE, Assistant Professor of Nursing, 2006-BSN, 1977, Illinois 

Wesleyan University; MS, 1980, Northern Illinois University 

LLOYD, JOHNNY K., Associate Professor of Biology, 1999-BS, 1975, Kentucky 

State University; MS, 1980, Wright State University; PhD, 1997, Northern Illinois 


LOCKWOOD, BARBARA, Instructor of Nursing, 2003-BSN, 1970; MSN, 1973, 

University of Colorado 

LOWERY, STEPHEN P., Professor of Art, 1986-BFA, 1966, Herron School of Art; 

MFA, 1971, Tulane University 

MANION, ANDREW, Provost; Associate Professor of Psychology, 1998-BA, 1987, 

St. Norbert College; MA, 1989; PhD, 1991, Adelphi University 

MARVEL, MICHAEL R., Assistant Professor of Chemistry, 2008-BA, 2003, 

Connecticut College; PhD, 2008, Northwestern University 

MC ALLISTER, DANIEL, Assistant Professor of Education, 2004-BA, 1965, 

Carthage College; MS, 1970, University of Wisconsin-Milwaukee; PhD, 1972, 

University of Wisconsin-Madison 

MC KENZIE, FRED, Dean, College of Professional Studies; Director, School of 

Social Work; Associate Professor of Social Work, 1991-BA, 1973; MSW, 1982, 

George Williams College; PhD, 1995, Loyola University Chicago 

MORAN, CARMELLA, Director of the School of Nursing; Associate Professor of 

Nursing, 2005-BSN, 1980; MSN, 1986; PhD, 2005, Loyola University Chicago 

MORAN, TIMOTHY, Assistant Professor of Accounting, 2003-BA, 1980, Loyola 

University Chicago; MBA, 1999, University of St. Francis 

MORJAN, CARRIE, Assistant Professor of Biology, 2006-BS, 1996, Alma College; 

PhD, 2002, Iowa State University 

NOVAK, SUZANNE, Assistant Professor of Nursing, 2004-BSN, 2001; MSN, 2003, 

Lewis University 

OLBINSKI, LINDA, Dean, School of Professional Studies, George Williams 

Campus, 2002-BA, 1973, Western Illinois University; MS, 1987, University of 

Wisconsin-Milwaukee; PhD, 1998, Marquette University 

O’NEAL, RONALD, Director of MAEL/MEL Programs; Instructor of Education, 

2004-BS, 1964; MS, 1970, Southern Illinois University; 1977, CAS, Northern 


OTHMAN, SAIB, Associate Professor of Mathematics; Chair Mathematics; IMSP 

Curriculum Coordinator, 2002-BSc, 1988, U.A.E. University, Al-Ain; MS, 1994; 

PhD, 1996, University of Iowa


PALMER, SUSAN L., Professor of History; Curator of Jenks Collection, 1973-BA, 

1971, Aurora College; MA, 1973; PhD, 1987, Northern Illinois University 

PATEL, CHETNA, Associate Professor of Chemistry, 1996-BS/BA, 1986; PhD, 


PELLETTIERE, VINCENT, Assistant Professor of Management, 2004-BBA, 1976; 

MS, 1978, Loyola University Chicago; MBA, 1991, Lake Forest Graduate School 

of Management; PhD, 2005, Benedictine University 

PHELPS, DONALD W., Associate Professor of Social Work, 2001-BS, Northern 

Illinois University; MSW, 1990, Aurora University; PhD, 1997, University of Illinois 

at Chicago 

PITTMAN, KIM, Professor of Education, 1997-BA, 1981, Drake University; MEd, 

1988, University of Illinois at Chicago; EdD, 1996, National-Louis University 

PRELL-MITCHELL, RENAE, Assistant Professor of Recreation Administration, 

2007-BS, 1980, University of Wisconsin-Green Bay; MS, 1988; PhD, 1992, University 

of Wisconsin-Milwaukee 

PROLMAN, SANDRA, Associate Professor of Education; Chair Initial Certification 

Program, 2000-BA, 1968, Brandeis University; PhD, 2000, University of 

Chicago 

PROZIALECK, LINDA L., Visiting Instructor of Nursing, 2008-BSN, 1985, LaSalle 

University; MSN, 1997, Lewis University 

RADTKE, SARAH, Assistant Professor of Physical Education, 2001-BS, 1998, 

University of Wisconsin-Stevens Point; MS, 2001; EdD, 2008, Northern Illinois 


RAMIREZ, ARIEL, Instructor of Mathematics, 2006-BS; MS, 2002, University of 

Illinois at Chicago 

RIVERA, DIONNES, Assistant Professor of English as a Second Language, 2007- 

BA, 1973, University of Puerto Rico; MA, 1987, Northeastern Illinois University; 

EdD, 2001, National-Louis University 

ROBBINS-FRANK, LAURA, Assistant Professor of Nursing, 2005-BSN, 1985; 

MSN, 1993, Loyola University Chicago; NNP, 1998, Rush University of Chicago 

ROSENBERG, HEIDI, Assistant Professor of English; WSP Facilitator and Faculty 

Liaison, 2007-BA, 1985, State University of New York-Binghamton; MFA, 1992, 

University of Pittsburgh, PhD, 2000, University of Southern Mississippi 

ROSS, SUSAN, Professor of Social Work, 1995-BS, 1968, Iowa State University; 

MSW, 1974, George Williams College; EdD, 1985, Northern Illinois University 

RUDEK, DAVID, Assistant Professor of Psychology, 2007-BA, 1998, Saint Louis 

University; MA, 2001; PhD, 2004, Loyola University Chicago 

RUSEVIC, ALICE, Associate Professor of Education, 2002-BS, 1969, Southern 

Illinois University; MS, 1970, University of Arizona; EdD, 1996, Northern Illinois 


SAWDEY, MICHAEL, Professor of Fine Arts, 1985-BA, 1966, University of Michigan; 

MA, 1968; PhD, 1974, University of Illinois at Urbana-Champaign 

SCHLUMPF, HEIDI, Associate Professor of Communication, 2007-BA, 1988, 

University of Notre Dame; MTS, 2000, Northwestern University


SCHOLL, LEONARD, Assistant Professor of Accounting, 2001-BBA, 1957, 

University of Cincinnati; MBA, 1962, Xavier University 

SOMMERS, DEANNA, Instructor of Nursing, 2006-AS, 1989, University of New 

York State-Albany; BSN, 1994; MSN, 1998, Wayne State University 

STEVENS MARCHIGIANI, DEBORAH, Associate Professor of Education, 2001- 

BA, 1980 Marquette University; MA, 1981, Governors State University; PhD, 1992, 

Loyola University Chicago 

STRASSBERG, BARBARA, Professor of Sociology, 1991-MA, 1970; PhD, 1975, 

Jagiellonian University, Krakow, Poland 

STOCK, SUZANNE, Visiting Professor of Mathematics, 2008-BE, 1964, Wisconsin 

State University; MS, 1966, Western Michigan University; PhD, 1971, The Ohio 

State University 

STRUCK, JOHN, Assistant Professor of Education, 2007-BS, 1968, University of 

Wisconsin-Oshkosh; MS, 1976; EdS, 1991; EdD, 1994, Northern Illinois University 

TARLING, MARY, Assistant Professor of Accounting, 2006-BS, 1992, Northern 

Illinois University; MBA, 2001, Benedictine University 

THOMAS, JERALD, Assistant Professor of Education; Faculty Assessment Coordinator, 

2003-BA, 1987, Aurora University; MSEd, 1998; EdD, 2004, Northern 


THURLOW, JESSICA, Assistant Professor of History; Secondary Education Liaison, 

2007-BA, 1993, Occidental College; MA, 1995; M.Phil, University of Sussex, 

England; PhD, 2006, University of Michigan 

VAN DENACK, JEANNE, Assistant Professor of Nursing, 2007-BSN, 1980, 

Elmhurst College; MSN, 1987, Loyola University Chicago 

VANDER SCHEE, BRIAN, Assistant Professor of Marketing, 2007-BS, 1993, 

University of Toronto; MA, 1995, Liberty University; MBA, 2003, Northcentral 

University; PhD, 1998, University of Connecticut 

VARNEY, JAMES, Assistant Professor of Education, 2006-BS, 1973, Illinois State 

University; MA, 1976, Northern Illinois University; EdD, 2003, Aurora University 

VIVIRITO, JESSICA, Visiting Instructor of Education, 2008-BA, 1997, DePaul 

University; MSEd, 2001, Northern Illinois University 

WALSH, STEPHANIE, Assistant Professor of Criminal Justice, 2007-BS, 1993; 

MPA, 1996, University of Texas, Tyler; PhD, 2006, Sam Houston State University 

WALTER, MARK, Assistant Professor of Philosophy, 2006-BA, 1990, University of 

Pittsburgh; MA, 1999; PhD, 2003, DePaul University 

WESTPHAL, RICHARD F., Professor of English; Chair Fine Arts, 1971-AB, 1967, 

Boston College; MPhil, 1970, Yale University; DA, 1995, Illinois State University 

WILKINSON, CATHRYN, Associate Professor of Music; Chair Music, 2008-BA, 

1981, College of William and Mary; MFA, 1984; PhD, 1993, The University of Iowa 

WILSON, FAITH AGOSTINONE, Associate Professor of Education, 2002-BA, 

1992, MA, 1994, University of Tulsa; EdD, 1998, Oklahoma State University 

WOLD, DONALD, Dean, College of Education; Assistant Professor of Education, 

2002-BS, 1968; MS, 1971; EdD, 1982, Northern Illinois University


WYMAN, AARON, Assistant Professor of Biology, 2008-BS, 1997, Alma College; 

MS, 1999, University of North Carolina-Chapel Hill; PhD, 2004, University of 

Michigan-Ann Arbor 

YANOS, JANET, Professor of Social Work, 1986-BA, 1969, University of Illinois at 

Chicago; MSW, 1971; PhD, 1980, Jane Addams College of Social Work, University 

of Illinois at Chicago 

ZASTROW, CHARLES, Professor of Social Work, 2006-BS, 1964; MS, 1966; PhD, 

1971, University of Wisconsin-Madison 

ZELMAN, MARK, Chair, Natural Science and Mathematics; Associate Professor of 

Biology, 2005-BS, 1985, Rockford College; PhD, 1991, Loyola University Chicago 

ZIEMAN, GAIL, Assistant Professor of Education, 2005-BS, 1983; MS, 1987, 

University of Wisconsin-Platteville; EdD, Marquette University 

FACULTY /DEAN EMERITI 

ALCORN, SANDRA, Dean Emeritus, George Williams College of Aurora University, 

2003; Dean of the School of Social Work and Professor of Social Work, 

1986-2003; BA, 1962, Wheaton College; MSW, 1965, University of Pittsburgh; PhD, 

1984, Jane Addams College of Social Work, University of Illinois at Chicago 

ARTEBERRY, JOAN K., Professor of Nursing and Communication, 1979-2002; 

Professor Emerita, 2002-BSN, 1961, University of Wisconsin-Madison; MSN, 1966, 

University of Illinois Medical Center; PhD, 1974, University of Illinois at Urbana- 

Champaign 

BABEL, RAYONIA A., Reference Librarian, Phillips Library, (Associate Professor), 

1971-2000-BA, 1970; MA, 1971, Northern Illinois University 

BERG, ROALD O., Associate Professor of Mathematics and Education, 1967- 

1999; Associate Professor Emeritus, 1999-BA, 1956, Aurora College, MEd 1967, 

University of Florida 

BENSON, RONALD G., Dean Emeritus, John and Judy Dunham School of Business 

and Professional Studies, 2001, Dean, John and Judy Dunham School of Business 

and Professional Studies; Professor of Management, 1999-2001-B.S.I.E., 1965, 

University of Iowa; MA, 1969, University of Iowa; PhD, 1975, University of Iowa 

BONKOWSKI, SARA E., Professor of Social Work, 1986-2001; Professor Emerita 

of Social Work, 2001-BS, 1960, University of Illinois; MS, 1973, Northern Illinois 

University; MSW, 1975; PhD, 1981, Jane Addams College of Social Work, University 


CHRISTIANSEN, RAYMOND S., Head of Media Services, Phillips Library; Associate 

Professor, 1977-2003; BA, 1971, Elmhurst College; MSEd, 1974, Northern 


CHURCH, LAUREL, Poetry Artist in Residence, Professor of Communication, 

1985-2003; Professor Emerita of Communication, 2007-BA, 1966; MA, 1968; PhD, 

1975, University of Illinois at Urbana-Champaign


CRANE, CAROL D., Associate Professor of Biology, 1968-71, 1978-2006; Professor 

Emerita of Biology, 2006-BS, 1965, Aurora College; MA, 1968, University of 

North Carolina 

CREWS, DORIS B., Assistant Professor of Physical Education, 1955-1975; Assistant 

Professor Emerita of Physical Education, 1975-BS, 1939, Stetson University 

DILLON, ROBERT A., Associate Professor of Mathematics, 1977-2006; Professor 

Emeritus of Mathematics, 2006-AB, 1963, Wheaton College; MA, 1968, University 

of Illinois; MA, 1978, Ball State University 

FULLER, DONALD A., Professor of English, 1963-1999; Professor Emeritus of 

English, 1999-BA, 1960, Aurora College; MAT, 1961, Yale University; MA, 1963, 

University of Michigan; PhD, 1983, Northern Illinois University 

JANASKIE, CRYSTAL R., Assistant Dean, Director of Academic Advisement and 

Associate Professor of Economics and Business, 1959-1977; Professor Emerita of 

Economics and Business, 1977-BS, 1955, Aurora College; MBA, 1960, University 

of Chicago 

LAY, STEVEN R., Professor of Mathematics, 1971-1990; Professor Emeritus of 

Mathematics, 1990-BA, 1966, Aurora College; MA, 1968; PhD, 1971, University 

of California-Los Angeles 

LEASK, J. KENNETH, Professor of Psychology, 1966-2001; Professor Emeritus of 

Psychology, 2001-BA, 1962, Michigan State University; MA, 1967; EdD, 1989, 


LOCKLIN, MARYANNE, Director, School of Nursing; Associate Professor of 

Nursing, 1995-2006; Associate Professor and Director Emeritus, School of Nursing, 

2006-BS, 1979, Elmhurst College; MS, 1983; DNS, 1994, Rush University 

MELLES, JOHN J., Professor of Physics and Engineering Science, 1974-2006; Professor 

Emeritus of Physics, 2006-BS, 1965, South Dakota State University; MS, 

1968, University of Nebraska; PhD, 1973, University of Missouri 

MILEY, CHARLES, Professor of Psychology, 1963-1992, BA, 1949; MA, 1952, Baylor 

University; Professor Emeritus of Psychology, 1994- 

MILLER, MARY A. HARPER, Dean, School of Nursing; Professor of Nursing, 

1996-2001-BSN, 1963, Union College; MS, 1964, Loma Linda University; PhD, 

1987, University of Colorado 

MORRISON, JOHN, Professor of Social Work, 1987-2008; Professor Emeritus of 

Social Work, 2008-BA, 1960, Roberts Wesleyan College; MSW, 1966, Adelphi University; 

DSW, 1978, Hunter College, City University of New York 

MULL, CAROLYN, Professor Emerita of Nursing, 1987-2003; BA, 1969, Bethel 

College;-BSN, 1983, Aurora College; MS, 1985; PhD, 1988, University of Illinois 

at Chicago 

NELSON, KAY, Associate Professor Emerita of English, 1991-2003; BA, 1964, 

Elmira College; MA, 1969; PhD, 1978, University of Chicago 

OLENIK, KENNETH A., Associate Professor of Sociology, 1966-1996; Professor 

Emeritus of Sociology, 1996-BA, 1955, University of Nebraska; MDiv, 1958, Trinity 

Evangelical Divinity School 

PAROLINI, ROGER K., Director of Endowment and Associate Professor of 

Music, 1954-1992, Associate Professor Emeritus of Music, 1992-BA, 1949; BM, 

1958; MM, 1960, American Conservatory of Music


PIET, MARIANNE, Associate Professor of Social Work, 1996-2006; Associate Professor 

Emerita of Social Work, 2007-BA, 1984; MSW, 1986, University of Illinois at 

Chicago; DSW, 1998, Loyola University Chicago 

PEICHL, CHARLOTTE G., Associate Professor of Music, 1974-1994; Associate 

Professor Emerita of Music, 1994-BM, 1951, North Central College; MM, 1952, 

Northwestern University 

SCHRAGE, HAROLD, BSW Program Director 1987-1991, Field Coordinator of 

Field Placement 1991-1992, Professor of Social Work Emeritus, 1994-BS, 1951, 

University of Wisconsin; MSSW, 1952, University of Wisconsin; PhD, 1971, University 

of Minnesota 

STAHL, SHELDON, Vernon Haase Professor Emeritus of Business and Economics, 

1993-2003; BA, 1958; MA, 1960; PhD, 1964, University of California at 

Los Angeles 

TAYLOR, HANNI U., Professor of English, 1978-2006; Professor Emerita of English, 

2006-5 eme, 1967, Alliance Francaise, Paris; MA, 1967, Phillips Universitat, 

Germany; PhD, 1986, Northern Illinois University 

VALESANO, JAMES J., Associate Professor of Education and Associate Dean of 

New College, 1983-1994; Associate Professor Emeritus of Education, 1994-BS, 

1950; MSEd, 1952, Illinois State University-Normal 

VANKO, JOHN G., Associate Professor of Education, 1996-2008; Associate Professor 

Emeritus of Education, 2008-BS, 1959; MS, 1960, Western Illinois University; 

EdD, 1973, Loyola University Chicago 

YERKES, RITA, Dean, School of Experiential Leadership; Professor of Leisure 

Studies, 1987-2008; Dean Emerita, School of Experiential Leadership-BA, 1970, 

University of Kentucky; MA, 1973, University of Missouri; EdD, 1980, Northern 


ZIMMERMAN, CRAIG A., Professor of Biology, 1975-2000; Professor Emeritus 

of Biology, 2000-BS, 1960, Baldwin-Wallace College; MS, 1962; MS, 1964; PhD, 

1969, University of Michigan 

PART-TIME FACULTY 

Listing includes those part-time faculty who taught for the University as of the 

2008-2009 academic year. 

ABORDAN, RADWAN, Education, 2006-BS, 1997; MS, 1999; CAP, 2000, University 

of Salamanca, Spain; Bilingual/ESL Endorsement, 2004, Illinois State University 

AGUILAR, JOHN, Business, 2004-BA, 1990, Columbia College: MBA, 2000, 


ANDAY-PORTER, SHARON, Education, 2005-BA, 1994, Mount Senario College; 

MA, 2000, Saint Xavier University 

ANDERSON, KURTIS, Education, 1996-BS, 1968, Iowa Wesleyan College; MS, 

1972, Northern Illinois University; EdD, 1999, Loyola University Chicago


ANGUIANO, LUZ, Education, 2008-BA, 1992, Higher Normal School of Cuernava, 

Morelos, Mexico; MAT, 2005, Aurora University 

ANSCHICKS, EARL, Education, 2005-BA, 1967, University of Colorado; MA, 

1968, Northern Illinois University; MAT, 2000, Roosevelt University 

AVILA, CARLOS, Business, 2004-BBA, 1981, University of Texas-Arlington; MS, 

1997, Golden Gate University 

BADAL, RUTH, Education, 2007-BA, 1968, University of Illinois at Chicago; 

MSEd, 1983, Northern Illinois University; EdD, 1999, Loyola University Chicago 

BAINES, CATHY, Education, 2001-BS, 1994, Northern Illinois University; MSEd, 

1994, National-Louis University 

BALDONADO, JO BELLE, Education, 2004-BS, 1970; MS, 1976, Northern Illinois 


BALDWIN, CHERYL, Recreation Administration, 2007-BS, 1985, University of 

Wisconsin-La Crosse; MA, 1994, University of Minnesota; PhD, 1998, University of 

Illinois at Urbana-Champaign 

*BARNES, MELISSA, Education, 2006-BA, 1997, Elmhurst College; MSEd, 2002, 

DePaul University 

BARSHINGER, JACK, Education, 2007-BA, 1974; MS, 1989; EdD, 1995, Northern 


BARSHINGER, SUSAN, Education, 2007-BS, 1976, Northern Illinois University; 

MA, 1999, Aurora University; MA, 2004, Benedictine University 

BEATTY, ANNE, Education, 2005-BA, 1972, Illinois State University; MAT, 1997, 


BECKLEY, WILLIAM, Education, 2005-BS, 1974; MS, 1976, Illinois State University; 

EdD, 1986, Drake University 

*BEJEC, LILIA, Education, 2003-BS, 1968, Arellano University; MAS, 1974, Philippine 

Normal University; CAS, 1993, National-Louis University; EdD, 2004, Aurora 


BERG, MARTHA, Education, 2005-BS, 1968; MS, 1971, Indiana State University 

BERGBREITER, LISA, Education, 2008-BA, 1994, University of Colorado at Colorado 

Springs; MEL, 2003, Aurora University 

*BERTRAN, DAN, Education, 2006-BS, 1978, Quincy University; MA, 1982, 

Northeast Missouri State University; EdD, 2005, Northern Illinois University 

BIESIADECKI, JAMES, Education, 2007-BA, 1967, Loras College; MS, 1981, 


*BILS, JACK, Education, 2000-BA, Knox College; MAT, 1966; PhD, 1973, Northwestern 


BOILINI, LINDA, Education, 2006-BS, 1976, University of Wisconsin-Oshkosh 

BONKOWSKI, SARA E., Social Work, 2001-BS, 1960, University of Illinois; MS, 

1973, Northern Illinois University; MSW, 1975; PhD, 1981, Jane Addams College 

of Social Work, University of Illinois at Chicago 

*BOOTH, DAVID, Education, 2003-BA, 1969, Knox College; MA, 1971, Roosevelt 

University


*BOOTH, JOCELYN, Education, 2000-BA, 1972, Marquette University; MEd, 

1977; EdD, 1993, Loyola University Chicago 

BORQUIST, DEBRA, Social Work, 2007-BA, 1990; MSW, 2000, University of Wisconsin-Madison 

BRENDEL, KRISTEN, Social Work, 2003-BA, 1995, Benedictine University; MSW, 

1998, Aurora University 

BROWN, CARLA, Education, 2007-AB, 1971, Antioch College; MA, 1982, Maharishi 

International University; EdD, 1996, Harvard University 

BURNS, SHERNERON, Social Work, 2004-BA, 1997, Jackson State University; 

MSW, 1999, Loyola University Chicago 

BUTCHER, ANN, Education, 2003-BA, 1989, Aurora University; MS, 1994, Northern 

Illinois University; EdD, 2003, Aurora University 

CAIN, NICHOLE, Social Work, 2006-BA, 1999, University of Wisconsin-Whitewater; 

MSW, 2001, University of Wisconsin-Milwaukee 

*CARLSON, RICHARD, Education, 2006-BS, 1968, Miami University-Ohio; 

MSEd, 1969; EdD, 1973, Northern Illinois University 

CARR, DEBORAH, Social Work, 2006-BA, 1974, Eureka College; MSW, 1977, 

University of Illinois at Urbana-Champaign 

CHASE, DONALD, Education, 1996-BS, 1949, Southern Illinois University; MS, 


CONNERS, CHERYL, Social Work, 2006-BS, 1993, Illinois State University; MSW, 


CRIDER, GERALDINE, Education, 2007-BS, 1973; MS, 1988, Northern Illinois 

University; CAS, 1990, National-Louis University; EdD, 1999, Loyola University 

Chicago 

DAGENAIS, DOUGLAS, Business, 2007-BA, 1972, Monmouth College; MBA, 


DAGENAIS, RAY, Education, 2008-BS, 1969, University of Illinois at Chicago; MS, 

1974, Purdue University; EdD, 1990, Northern Illinois University 

DALZIN, VANCE, Education, 2005-BS, 1987, University of Wisconsin-Whitewater; 

MS, 1992, University of Wisconsin-Milwaukee; EdD, 2004, Edgewood College 

D’AMORE, RICO, Education, 2006-BA, 1993, Lewis University; MSEd, 2002, 

National-Louis University 

DAVILA-SNYDER, AYMETTE, Education, 2008-BA, 2000, Interamerican University 

of Puerto Rico; MEL, 2007, Aurora University 

*DE ROCHE, SUSAN, Education, 2002-BS, 1970, Valparaiso University; MS, 

Northern Illinois University; EdD, 1993, University of Illinois at Urbana-Champaign 

DE VALK, SCOTT, Social Work, 2006-BA, 1977, Saint Xavier University; MSW, 

1981, George Williams College; PsyD, 2005, Adler School of Professional Psychology 

DENNISON, CHRISTINE, Education, 2008-BA, 1975, Northeastern Illinois University; 

MSEd, 1980, Northern Illinois University; CAS, 1993, National-Louis University; 

EdD, 2005, Loyola University Chicago


*DESOTELL, KATHERINE, Education, 2003, BA-1974, Aurora College; MS, 


DORAN, ROBERT, Education, 2008-BA, 1969, Tarkio College; MS, 1977; ES, 


DOWD, DONNA, Education, 2008-BA, 1977, Ladycliff College; MA, 1994, Saint 

Xavier College 

DUSSAULT, LISA, Business, 2005-BS, 1983, Cedar Crest College; MBA, 1997, 


ECKMANN, MARC, Education, 2008-BS, 1995, University of Wisconsin-Stout; MS, 

2002, University of Wisconsin-Madison 

ENGELBRECHT, DAVID, Education, 2006-BS, 1994, Southern Illinois University; 

MEL, 2003, Aurora University 

ERICKSON, JESSICA, Education, 2007-BA, 1997; MEd, 2006, National-Louis University 

ESARCO, BRYAN, Business, 2006-BA, 1997, Cardinal Stritch University; MS, 2000, 

University of Wisconsin-Milwaukee 

*ESPOSITO, CAROLE, Mathematics, 2006-BS, 1992, Benedictine University; MA, 

2002, DePaul University 

FAGAN, JOHN, Education, 2005-EdB, 1963, Rhode Island College; MS, 1972, 

College of William and Mary; EdD, 1974, University of Massachusetts 

*FARLEY, JUDITH, Education, 2006-BS, 1960; MA, 1964, University of Minnesota; 

MA, 1998, Lewis University 

FISHER, RANDY, Social Work, 2004-BS, 1968, George Williams College; MSW, 


FLYNN, JEANNE, Social Work, 2007-BSW, 1975, University of Illinois at Urbana- 

Champaign; MSW, 1982, University of Illinois at Chicago 

FOX, DAN, Education, 2006-BA, 1969, Southern Illinois University; MA, 1979, 

Northeastern Illinois University 

FUHRER, LINDA, Social Work, 2004-AB, 1962, Taylor University; MSW, 1965, 


*GARDNER, KENNETH, Education, 2006-BS, 1967, Illinois State University; MS, 

1973; EdD, 1984, Northern Illinois University 

GARDNER, MARY, Education, 2007-BA, 1973, Western Illinois University; MS, 


GASKA, CRAIG, Education, 2007-BS, 1978, Southern Illinois University; MSEd, 

1981; ES, 1986, Northern Illinois University; EdD, 2007, Aurora University 

GODFREY, PATRICIA, Education, 2006-BS, 1967, Chicago State University; MA, 


GROM, MARY, Education, 2006-BS, 1984, Northern Illinois University; MA, 1988, 

University of Michigan; PhD, 2005, Loyola University Chicago 

HACKMAN, JANICE, Education, 2002-BS, 1970, Northern Illinois University; MS, 

2001, University of Wisconsin-Whitewater


HALL, JOSEPH, Education, 2002-BS, 1991, University of New York; MS, 1992, 

Chapman University 

HALL, LINDSEY, Education, 2006-BS, 1987, University of Colorado; MS, 1988, 

Western Illinois University; MSEd, 1992, Eastern Illinois University; EdD, 2006, 


HAMMERLE, CAROL, Physical Education, 2005-BS, 1970; MA, 1973, Northern 

Michigan University 

HANSON, JUDITH, Social Work, 2007-BS, 1968, Northern Illinois University; 

MSW, 2002, Aurora University 

HENSLEY, MICHAEL, Business, 2006-BA, DePaul University; MBA, 2006, Aurora 


HERSTAND, MARC, Social Work, 2008-BA, 1974, Tufts University; MSW, 1980, 

University of California-Berkeley 

*HOBBS, DENISE, Education, 2001-BS, 1977, Northern Illinois University; MEd, 

1984, National-Louis University; EdD, 1999, Loyola University Chicago 

*HORLER, BARBARA, Education, 2006-BS, 1972, University of Illinois at Urbana- 

Champaign; MS, 1977; MA, 1985; EdD, 1996, Northern Illinois University 

*HORLER, NORM, Education, 2006-BS, 1970; MSEd, 1976, University of Illinois 

at Urbana-Champaign 

HUGHES, WILLIAM, Education, 2008-BS, 1977; MS, 1984; PhD, 1992, University 

of Wisconsin-Madison 

*JEWEL, GARY, Education, 1994-BS, 1961; MS, 1965, Illinois State University 

JURASAKA, DOUGLAS, Education, 2006-BA, 1973, Western Illinois University; 

MS, 1977, Northern Illinois University 

JURASEK, MICHAEL, Accounting, 2001-BA, 1995, Michigan State University; JD, 

1998, Loyola University Chicago, School of Law 

JURINAK, JAMES, Business, 2004-BS, 1971, University of Illinois at Urbana-Champaign; 

MBA, 1974, Northern Illinois University; CPA, 1984, State of Illinois 

*KAPHEIM, ROBERT, Education, 2008-BS, 1964; MS, 1971, Northern Illinois 

University; EdD, 2006, Argosy University 

KAUZLARICH, ROY, Education, 2006-BS, 1972; MS, 1974; CAS, 1980, Northern 


KELLY, JAMES, Education, 2008-BS, 1986, Indiana University; MS, 1998, North 

Central College; MS, 2001, Northeastern Illinois University 

KERLA, CAROLYN Education, 1995-BS, 1972, Illinois State University; MS, 1977, 

Northern Illinois University; CAS, 1991, National College of Education 

*KIBBONS, PAMELA, Education, 2002-BA, 1989, Elmhurst College; ME, 1994, 

National-Louis University; PhD, 1999, Loyola University Chicago 

KILMARTIN, DEREK, Education, 2008-BS, 2000; MS, 2005, Illinois State University 

KIRBY, MELISSA, Education, 2006-BS, 2000, Carroll College; MS, 2003, University 

of Wisconsin-Milwaukee 

KLEIN, STEVEN, Education, 2006-BS, 1970; EdM, 1974, Temple University; EdD, 

2000, Loyola University Chicago


*KLUBER, PAMELA, Education, 2004-BS, 1981, Northern Illinois University; 

MSEd, 2000, National-Louis University 

*KLUSENDORF, DONALD, Education, 2001-BS, 1961; MS, 1965, Northern Illinois 

University; EdD, 1985, Vanderbilt University 

KNORR, PAMELA, Education, 2007-BS, 1978; MS, 1979, University of Wisconsin-LaCrosse 

*KOBER, RALPH, Education, 2004-BA, 1982; MS, 1983, University of Illinois at 

Chicago; MSEd, 1992; EdD, 2000, Northern Illinois University 

KOONCE, DANEL, Education, 2007-BA, 1993; ES, 1996; Eastern Illinois University; 

PhD, 2000, Oklahoma State University 

KOSKI, MARY, Education, 2000-BS, 1970, Illinois State University; MAT, 1989, 

Aurora University; EdD, 2003, Loyola University 

*KRIEWALDT, ROGER, Education, 2004-BS, 1971, Wisconsin State University at 

Stevens Point; MSEd, 1975, Northern Illinois University 

KUHN, MICHELLE, Education, 2003-BA, 1987, Eastern Illinois University; MA, 

1999, Saint Xavier University; MAEL, 2005, Aurora University 

KURNS, DEBRA, Special Education, 2008-BS, 1987; MS, 1988, Northern Illinois 

University; CAS, 1993, National-Louis University 

LANGE, DAVID, Education, 2005-BA, 1967, Cornell College; MS, 1975, Northern 


*LE BLANC, DEBRA, Education, 1997-BS, 1978, Quincy College; MSEd, 1981, 


LE CLERE, SHIRLEY, Education, 1999-BA, 1983, Aurora College; MAT, 1993, 


*LENOFF, ELLIOTT, Special Education, 2007-BS, 1973; MS, 1974; CAS, 1981, 


LINCOLN, DIANE, Education, 2008-BS, 1998, Elmhurst College; MAT, 2008, 


MALCHIN, JUDY, Education, 2006-BA, 1975, Aurora College; MS, 1978, Northern 


MALESKI, KRISTEN, Education, 2005-BS, 1990, Western Illinois University; MS, 


*MALONEY, J. MICHAEL, Education, 2002-BS, 1969, Rockford College; MSEd, 

1973; EdD, 1994, Northern Illinois University 

MANN, CELESTE, Education, 2008-BA, 1973, Northern Illinois University; 

MAEL, 2008, Aurora University 

MARCK, PAMELA, Education, 2007-BS, 1975; MS, 1979, Northern Illinois University 

*MARSHALL, ROBERT, Education, 1999-BA, 1958, Iowa Wesleyan College; MA, 

1963, University of Iowa. 

MARTIN, JOAN, Education, 1998-BS, 1959, North Central College; MA, 1962, 

Northwestern University; EdD, 1983, Oklahoma State University


MARTY, RODNEY, Education, 2006-BS, 1986, University of Wisconsin-Madison; 

MSE, 1996, University of Wisconsin-Whitewater; PhD, 2006, University of Wisconsin-Madison 

MC HALEY, JOE, Education, 2004-BA, 1967; MS, 1968, Indiana University 

MC KENZIE, MARGARET, Social Work, 2006-BSW, 1974, George Williams College; 


MC KENZIE, TAMELA, Social Work, 2006-BA, 1980, Valparaiso University; MD, 

1984, McCormick Theological Seminary; MSW, 1996, Aurora University 

MC LAREN, ERIC, Education, 2007-BA, 1986, North Central College; MS, 1997; 

EdD, 2005, Northern Illinois University 

MC LAUGHLIN, SANDRA, Education, 1998-BA, 1975, University of Wisconsin; 

MA, 1997, Aurora University 

MCAVOY, NATALIE, Education, 2007-BS, 1991; MS, 2000, University of Wisconsin-Whitewater 

MEDINA, FELIX, Education, 2004-BA, 1982, University of Puerto Rico; MA, 1988, 

Webster University; MEd, 1996, Turabo University 

MILLER, MARSHA, Education, 2006-BS, Pennsylvania State University; MSEd, 

Abilene Christian University; EdD, 2002, Loyola University Chicago 

MISKOVIC, SANDRA, Education, 2006-BA, 1972, Mundelein College; MA, 1992, 

Saint Xavier University 

MONTI, DONNA, Education, 2004-BS, 1990, Northern Illinois University; MEd, 

1995, National-Louis University 

MOOTZ, TERRANCE, Education, 2008-BS, 1987, University of North Dakota; 

MA, 1996, North Central College 

MORRIS, PHILLIP, Education, 1996-BS, 1993, Northern Illinois University; MAT, 


MOSSHAMER, EDGAR, Education, 2004-BA, Alma College; MA, University of 

Wisconsin-Stout; EdD, 2003, Loyola University Chicago 

*MOYER, DAVID, Education, 2005-BS, 1988, University of Wisconsin-Madison; 

MS, 1991, Eastern Kentucky University; MSEd; EdD, 2004, Northern Illinois University 

MYERS, ANNE, Education, 2003-BS, 1965, Eastern Illinois University; MS, 1988, 

National College of Education 

NOVAK, ALBERT, Business, 2008-BA, 1983; MBA, 1984, Loyola University 

Chicago 

O’BRIEN, F. JEAN, Education, 2006-BS, 1966, Illinois State University; MS, 1990, 


O’BRIEN, TERENCE, Education, 2008-BA, 1990, University of Wisconsin-Milwaukee; 

MA, 1996, Roosevelt University; CAS, 2000; EdD, 2005, National-Louis 


*O’CONNELL, DENNIS, Education, 2002-BS, 1959, Oshkosh State University; 

MSEd, 1964, Northern Illinois University; EdD, 1979, Toledo University


OKARMA, SUE, Education, 2006-BS, Illinois State University; MA, 1992, Dominican 


PATTERSON, KEVIN, Education, 2007-BS, 1974, Indiana University; MS, 1986, 

Illinois State University 

PAULI, DENNIS, Education, 1998-BS, 1986; MS, 1991, University of Wisconsin- 

Madison; EdD, 2007, Roosevelt University 

PEPPER-GRAHAM, KENDRA, Social Work, 2008-BSW, 1990, Lewis University; 


PICKETT, ROBERT, Education, 2003-BA, 1973, Drake University; MA, 1985, University 

of Iowa; PhD, 1993, University of Wisconsin-Madison 

PIENKOS, MARK, Education, 2004-EdD, 1993, University of Southern California 

PIRLOTT, JO ELLEN, Education, 2006-BS, 1974, University of Wisconsin-Stevens 

Point; MS, 1978, University of Wisconsin-Whitewater 

PIVONKA, CATHY, Education, 2005-BS, 1982; MS, 1991, Northern Arizona University 

POLIKS, OLIVE, Education, 2003-BA, 1966, University of Hawaii; MS, 1980; CAS, 

1983, Northern Illinois University; EdD, 2003, Aurora University 

POMARANSKI, CATHY, Education, 2006-BE, 1979; ME, 1987, University of Wisconsin-Whitewater 

POOCHIGIAN, ERNEST, Education, 2000-BA, 1963, Blackburn College; MS, 


PRAHL, SHANNON, Social Work, 2008-BA, 1998, North Central College; MSW, 

2000, Loyola University Chicago 

RADUNZEL, ROBERT, Education, 2008-BS, 1967, Northern Illinois University; 

MS, 1991, Chicago State University 

RHODES, JOHN, Education, BS, 1969; MS, 1970; CAS, 1974; EdD, 1979, Northern 


RIEHM, LAURIE, Social Work, 2008-BA, 1985, Western Illinois University; MSW, 


RIVERA, AMY, Education, 2008-BA, 1996, Northern Illinois University; MAEL, 


ROGERS, BARBARA, Education, 2007-BS, 1973, University of Wisconsin-La 

Crosse; MS, 1989, University of Wisconsin-Whitewater 

*ROGINA, RAY, Education, 1997-BS, 1969; MS, 1972, Illinois State University 

ROSENQUIST, LINDA, Education, 2005-BS, 1969, Indiana University of Pennsylvania; 

MA, 1977, Northeastern Illinois University 

*ROSENTRETER, CHERYL, Education, 2006-BA, 1983, Moorhead State University; 

ME, 1996, National-Louis University; EdD, 2006, Aurora University 

ROSS, DELIA, Education, 2007-BA, 1974, Northern Illinois University; MAEL, 

2001; EdD, 2006, Aurora University 

SALINAS, CAROLINA, Education, 2006-BA, 1989, The University of Chicago; 

MAT, 1998, National-Louis University


SCHLEUSNER, JON, Education, 2008-BBA, 1987; MS, 1988, University of Wisconsin-Whitewater 

SEAMAN, VIRGINIA, Social Work, 2008-BS, 1987, University of Illinois at Urbana- 

Champaign; MA, 1994, Roosevelt University 

SIZER, KAREN, Education, 2005-BA, 1971, University of Denver; MEd, 1993, 

National-Louis University 

SMITH, KARI, Social Work, 2008-BSW, 1996, Arizona State University; MSW, 

1999, University of Illinois at Urbana-Champaign; MA, 2008, Concordia University 

SMITH, MARK, Business, 2005-BA, 1980, Gordon College; MS, 1986, Bryn Mawr; 

DBA, 1995, Newport University 

SORENSEN, JAMES, Education, 1997-BME, 1974, University of Wisconsin-Eau 

Claire; MS, 1983, University of Wisconsin-Milwaukee; PhD, 1995, University of 

Wisconsin-Madison 

SPENCER, LYNETTE, Social Work, 2006-BSW, 1990; Southern Illinois University; 


STALTER, PAULETTE, Education, 2008-BS, 1997, University of Illinois at 

Urbana-Champaign; MS, 2005, Illinois State University 

STAR, JANET, Education, 2005-BA, 1993, DePaul University; MA, 1996; EdD, 


STIRN, TODD, Education, 2006-BA, 1986; MS, 1999, Concordia University; EdD, 


STRAIGHT, DEREK, Education, 2007-BA, 1987, Saint Mary’s University; ME, 

1994; CAS, 1999, National-Louis University 

STUCKEY, ANGELINE, Education, 2005-BA, 1994; MA, 1997, Governors State 

University; MGS, 2000, Roosevelt University 

SVEJDA, ELISABETH, Education, 2007-BA, 1997, Purdue University; MS, 1997, 

Miami University-Ohio 

TAKIFF, NEAL, Education, 2007-BA, 1992, Duke University; JD, 1998, New York 

University School of Law 

TARASIUK, TRACY, Education, 2006-BS, 1993, Illinois State University; MA, 

2000, Northeastern Illinois University 

TAYLOR, BEVERLY, Education, 2004-BS, 1975; MS, 1980, Northern Illinois University 

TAYLOR, JENNIFER, Education, 2007-BS, 1999, University of Wisconsin-Whitewater; 

MAT, 2006, Aurora University 

TERRONEZ, SUSAN, Social Work, 2000-BS, 1971, University of Illinois at Urbana- 

Champaign; MSW, 1973; EdD, 1996, Loyola University Chicago 

*TESTER, EUGENE, Education, 1997-BA, 1966, Aurora University; MS, 1970, 


THOMPSON, KATIE, Education, 2008-BA, 2002, University of Wisconsin-Eau 

Claire; ME, 2007, Benedictine University 

TRENDELL, MICHAEL, Business, 2008-BA, Lewis University; MBA, 1993, Loyola 

University Chicago


TYRIVER, DONALD, Education, 2004-BM, 1961, Lawrence University; MS, 1965, 

University of Illinois at Urbana-Champaign; MS, 1974, University Wisconsin- 

Whitewater; PhD, 1990, University of Wisconsin-Madison 

UDELHOFEN, JOHN, Business, 2004-BBA, 1980, Loyola University Chicago; 

BGS, 1990, Roosevelt University; MBA, 1995, Lake Forest Graduate School of 

Management 

VAN DE VEN, STEPHEN G., Business, 2000-BS, 1977, University of Missouri; 

MBA, 1991; PhD, 1999, Illinois Institute of Technology 

VAN HAM, PHOEBE, Social Work 2006-BA, Wheaton College; MSW, 1980, University 


*VANKO, JOHN G., Education, 1996-BS, 1959; MS, 1960, Western Illinois University; 

EdD, 1973, Loyola University Chicago 

VARISCO, ROSE MARIE, Education, 2003-BS, 1969; MS, 1987, Northern Illinois 


VILLARREAL, CAROLYN, Education, 2008-BA, 1991, Loyola University Chicago; 

MA, 2000, San Francisco State University 

VIOLA, CAROL, Education, 2002-BA, 1960; MA, 1965; EdD, 1982, Northern Illinois 


*WATROBKA, THOMAS, Education, 2006-BS, 1973, Western Illinois University; 

MS, 1982, University of Illinois at Urbana-Champaign; EdS, 1999; EdD, 2003, 


WATSON, KATHRYN, Education, 2007-BS, 1985; MS, 1991, Northern Illinois 


WATTS, LORI, Social Work, 2007-BA, 1984, Illinois Benedictine College; MSW, 


WEEDEN, MARY, MSW Program Field Coordinator, 2004-AAS, Nursing; BSW, 

1989, Aurora University; MSW, 1992, Aurora University 

WEISS, RACHEL, Social Work, BS, 1990, Northern Illinois University; MSW, 1996, 


WELLS, STEPHEN, Business, 2007-BAB, 1968, University of Washington; MBA, 

1969, Northwestern University 

WIEDERHOLD, SHELLEY, Special Education, 2007-BS, 1995; MS, 1996, Florida 

State University; EdS, 2003, University of Central Florida 

WIESMAN, JEFF, Education, 2007-BS, 1993, Wheaton College; MA, 2002, North 

Central College 

WILLARD, JANE, Education, 2007-BA, 1970, Illinois State University; MA, 1972, 

Indiana University 

WILLIAMS, LORI A., Recreation Administration, 2008-BA, 1987, University of 

Northern Iowa; MS, 2006, Aurora University 

WILSON, CRAIG, Education, 2005-BS, 1992; MS, 1994; PhD, 1998, Oklahoma 

State University 

*WILSON, PHYLLIS, Education, 2005-BS, 1981, Southern Illinois University; 

MSEd, 1997; MSEd, 2000, Northern Illinois University


WINDSOR, LORA, Social Work, 2005-BA, 1969, Purdue University; MSW, 1994, 

Indiana University 

WORRELL, GAIL, Education, 2006-BA, 1973, Luther College; MA, 1985, University 

of Northern Iowa; EdD, 1996, University of Missouri 

*WULFFEN, ROBERT, Education, 2002-MA, 1968, University of Chicago; EdD, 


XANTHOPOULOS, APOSTOLOS, Business, MA, 1988; MBA, 1988, The University 

of Texas at Arlington 

YARGER, JANET, Education, 2004-BS, 1965, Miami University-Ohio; MS, 1981, 

University of Akron; MS, 2000, National-Louis University 

* Pro Rata Faculty - faculty teaching half-time or more, but not full-time.


INDEX 

Page 

Academic regulations and procedures............................................................14, 22 

Academic standards................................................................................................25 

Accreditation.............................................................................................................8 

Adding and dropping courses ...............................................................................19 

Administration directory......................................................................................180 

Admission................................................................................................................14 

conditional.........................................................................................................16 

doctoral students .............................................................................................109 

international students .......................................................................................15 

graduate students ..............................................................................................14 

general University procedures..........................................................................14 

provisional status ...............................................................................................16 

student-at-large ..................................................................................................16 

Advisement..............................................................................................................18 

Affirmative Action.....................................................................................................9 

Attendance Policy ...................................................................................................20 

Bilingual/ESL Endorsement Programs ..............................................................100 

Billing Policy .....................................................................................................18, 19 

Board of Trustees..................................................................................................176 

Calendar, academic ..............................................................................................205 

Campus Ministries ..................................................................................................39 

Campus Safety.........................................................................................................39 

Career Services........................................................................................................39 

Catalog statements, policy on ................................................................................10 

Center for Adult and Graduate Studies ................................................................12 

Certification programs .............................................................................................9 

Code of Academic Integrity ...................................................................................28 

College of Arts and Sciences..............................................................................6, 49 

College of Education..........................................................................................6, 69 

College of Professional Studies............................................................................119 

Core Values ...............................................................................................................7 

Counseling Center..................................................................................................39 

Course numbering system......................................................................................35 

Doctor of Education.....................................................................................108, 164 

Directories.............................................................................................................175 

Dunham School of Business ............................................................................6, 120 

Enrollment definitions...........................................................................................20 

Exceptions to academic policies......................................................................11, 22 

Facilities...................................................................................................................10 

Faculty directory ...................................................................................................183 

Family Educational Rights and Privacy Act...........................................................46 

Financial Aid .....................................................................................................23, 43 

Food service ............................................................................................................39


George Williams College of Aurora University at Williams Bay, WI..................149 

Governance ...............................................................................................................8 

Grading system and policies ..................................................................................25 

Graduate degree programs....................................................................................11 

Graduation requirements and policies .................................................................32 

Health service (Wellness Center) ..........................................................................40 

History of Aurora University ....................................................................................5 

I.D. cards .................................................................................................................18 

Learning Center .....................................................................................................40 

Learning Disabilities, Policy for Students .............................................................40 

Leave of absence.....................................................................................................22 

Master of Business Administration (M.B.A.) ..............................................120, 164 

Master of Arts in Reading Instruction...........................................................87, 160 

Master of Arts in Special Education ..............................................................91, 161 

Master of Arts in Teaching with Certification (M.A.T.C.)............................70, 156 

Master of Arts in Curriculum and Instruction..............................................80, 158 

Master of Arts in Educational Leadership ....................................................84, 159 

Master of Arts in Teacher Leadership in Earth Science and Space Science.....151 

Master of Arts in Teacher Leadership in Mathematics ........................................54 

Master of Arts in Teacher Leadership in Life Science .........................................59 

Master of Arts in Teacher Leadership in Mathematics and Science ...................64 

Master of Social Work...................................................................................133, 173 

Master of Science in Mathematics .........................................................................50 

Master of Science in Recreation Administration................................................166 

Mission Statement ....................................................................................................6 

Multiple degrees, earning ......................................................................................17 

Nondiscrimination Policy.........................................................................................9 

Off-Campus Graduate Education Courses and Programs .................................105 

Post-Baccalaureate Teaching Certification ...................................................83, 159 

Post-Master Type 73 Program ..............................................................................137 

Provisional admission .............................................................................................16 

Registration.............................................................................................................18 

Adding and dropping courses ..........................................................................19 

Late registration ................................................................................................18 

School of Social Work...........................................................................................131 

Second master’s degree..........................................................................................17 

Special educational experiences and credit .........................................................36 

Student-at-large status ............................................................................................16 

Student services ......................................................................................................39 

Time limit for completion of master’s degrees ....................................................31 

Transcript regulations ............................................................................................34 

Transfer of credit ....................................................................................................17 

Tuition and fees ................................................................................................18, 24 

Veterans’ benefits ...................................................................................................17 

Vision Statement.......................................................................................................7 

Waivers, academic policies .....................................................................................11


Academic Calendars 

Note: Actual class schedules for some AU programs may differ from the official 

term dates listed below. Contact the program office or the Office of the Registrar 

(630-844-5462) for details. 

2009-2010 Academic Year 

Opening Week – Faculty Orientation/Meetings ................................August 26-28 

New Student Orientation .....................................................................August 26-28 

Fall Semester Classes Begin .................................................................August 31 

End of Add/Drop for day classes; evening classes 

may be added prior to second class meeting...................................September 5 

*8-week Fall Module I.............................................................August 31 - October 24 

Module I – last day to drop with automatic “W”......................................October 3 

Labor Day – no classes ..........................................................................September 7 

*8-Week Fall Module II ........................................................October 26 - December 19 

Module II – last day to drop with automatic “W”...............................November 28 

Fall Weekend – no traditional day classes .........................................October 23-26 

Last day to drop fall semester classes with automatic “W”.................November 21 

Thanksgiving Holidays....................................................................November 25-29 

Final Examinations..........................................................................December 14-19 

Grades due to Registrar .......................................................................December 22 

Spring Semester Classes Begin ...........................................................January 11 


may be added prior to second class meeting ......................................January 16 

*8-Week Spring Module I..........................................................January 11 - March 6 

Martin Luther King, Jr., Day – no classes ................................................January 18 

Module I – last day to drop with automatic “W”...................................February 20 

Spring Break.............................................................................................March 7-14 

*8-Week Spring Module II..............................................................March 15 - May 7 

Last day to drop spring semester classes with automatic “W”..................March 27 

Easter Break – no classes Friday – Monday, 5 p.m. ....................................April 2-5 

Module II – last day to drop with automatic “W”........................................April 24 

Final Examinations ........................................................................................May 3-7 

Spring Commencement .................................................................................. May 8 

Grades due to Registrar..................................................................................May 11 

May Term (3 weeks) ............................................................................May 10-29 

Memorial Day – no classes..............................................................................May 31 

Summer Term (5 or 10 week sessions) ....................................June 7 - August 14 

*Summer Term I (5 weeks) .................................................................June 7 - July 10 

*Summer Term II (5 weeks) ..........................................................July 10 - August 14 

Independence Day – no classes .....................................................................July 4-5 

*Summer Term III (10 weeks) ........................................................June 7 - August 14


2010-2011 Academic Year 

Opening Week – Faculty Orientation/Meetings ................................August 24-26 

New Student Orientation .....................................................................August 26-29 

Fall Semester Classes Begin .................................................................August 30 


may be added prior to second class meeting; 

End of 100% refund for fall semester..................................................September 4 

*8-week Fall Module I.............................................................August 30 - October 23 

Module I – last day to drop with automatic “W”......................................October 9 

Labor Day – no classes ..........................................................................September 6 

*8-Week Fall Module II ........................................................October 25 - December 18 

Module II – last day to drop with automatic “W”.................................December 4 

Fall Weekend – no traditional day classes .........................................October 22-25 

Last day to drop fall semester classes with automatic “W”.................November 13 

Thanksgiving Holidays....................................................................November 24-28 

Final Examinations..........................................................................December 13-18 

Grades due to Registrar .......................................................................December 21 

Spring Semester Classes Begin ...........................................................January 10 


may be added prior to second class meeting 

End of 100% refund for spring semester ................................................January 15 

*8-Week Spring Module I..........................................................January 10 - March 5 

Martin Luther King, Jr., Day – no classes ................................................January 17 

Module I – last day to drop with automatic “W”...................................February 19 

Spring Break.............................................................................................March 6-13 

*8-Week Spring Module II..............................................................March 14 - May 7 

Last day to drop spring semester classes with automatic “W” ....................April 25 

Easter Break – no classes Friday – Monday, 5 p.m. ................................April 22-25 

Module II – last day to drop with automatic “W”..........................................April 2 

Final Examinations ........................................................................................May 2-7 

Spring Commencement .................................................................................. May 8 

Grades due to Registrar..................................................................................May 10 

May Term (3 weeks) ..............................................................................May 9-28 

Memorial Day – no classes..............................................................................May 30 

Summer Term (5 or 10 week sessions) ....................................June 6 - August 13 

*Summer Term I (5 weeks)...................................................................June 6 - July 9 

*Summer Term II (5 weeks) ..........................................................July 11 - August 13 

Independence Day – no classes ........................................................................July 4 

*Summer Term III (10 weeks) ........................................................June 6 - August 13

Exit I-88 Tollway at Orchard Road. 

Proceed south on Orchard Road 


Directions to Aurora University 

Aurora Campus 

From the East 

Follow I-88 to Orchard Road exit. Exit Orchard Road south to Galena Boulevard. 

Turn left (east) on Galena Boulevard and follow until you reach Randall Road. 

Turn right (south) on Randall Road. AU is located at the end of Randall Road. 

From the West 

Follow Rte. 47 south to Galena Boulevard. Go left (east) on Galena Boulevard to 

Randall Road. Turn right (south) on Randall Road. AU is located at the end of 

Randall Road. 

From the North 

Follow I-294 south to I-88 west or I-39/51 south to I-88 east; exit Orchard Road 

south to Galena Boulevard. Turn left (east) on Galena Boulevard to Randall Road. 

Turn right (south) on Randall Road. AU is located at the end of Randall Road. 

From the South 

Follow Rte. 30 to Orchard Road (north); follow until you reach Prairie Road. 

Turn right (east) on Prairie Road. Turn left (north) on Gladstone Avenue. AU is 

one block north. 

AREA MAP 

I-88 Tollway 

Sullivan Rd. 

Illinois Ave. 

Galena Blvd. 

Randall Rd. 

Oak 

New York 

Orchard Rd. 

N 

Note: Map is 

not to scale 

Southlawn 

Edgelawn Dr. 

Prairie St. 

Evanslawn Ave. 

Glenwood 

Randall 

Calumet 

Calumet 

Gladstone Ave. 

Marseillaise 

Kenilworth 

Lake St. (Route 31) 

Broadway (Route 25)


Directions to George Williams College 

of Aurora University 

From Milwaukee 

Take Interstate 43 south to Highway 67 south through Williams Bay 

The campus is located at the western edge of Williams Bay. 

From Madison 

Take I-90 east to HWY 14 east then to HWY 11 east. Stay on HWY 11 through Delavan 

to HWY 50. Follow HWY 50 east to HWY 67 south through Williams Bay. 

Alternate route: Take I-90 east to HWY 43 north at Beloit. Proceed north on HWY 

43 to HWY 50, east to HWY 67, south to Williams Bay. 

From Rockford 

Take NW Tollway (I-90) west to HWY 43. Take HWY 43 east to Delavan (HWY 50). 

Take HWY 50 east to HWY 67. Go south on HWY 67 to the village of Williams Bay. 

From Chicago 

Take I-94 west to HWY 50. Follow 50 west for about 30 miles through Lake Geneva 

and seven miles further to the intersection of HWY 50 and 67. Take HWY 67 south 

to Williams Bay. 

Alternate route: I-90 west to HWY 20, then north to HWY 23, north to HWY 14, 

west to HWY 67, north into Williams Bay.

347 S. Gladstone Ave., Aurora, IL 60506-4892 

800-742-5281 • admission@aurora.edu 

www.aurora.edu

Grad Catalog 09-11.indd - Aurora University

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